The Ohio State University.
University of Pennsylvania.
Child Dev. 2021 Jul;92(4):e548-e564. doi: 10.1111/cdev.13555. Epub 2021 Mar 19.
Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students' school performance in the United States. Students who were more frequently absent in any year of elementary school demonstrated lower academic, executive function, and socioemotional outcomes. Although there was little variation in the magnitude of associations across grade levels, there was evidence of cumulative associations. Specifically, students who were consistently absent throughout elementary school tended to have lower outcomes across developmental domains in the long-term. The negative links between absenteeism and outcomes were larger for Black than White students, but few other subgroup differences emerged.
使用了 2011 年幼儿园纵向研究（n=14370）的全国代表性数据，考察了美国学生在幼儿园和五年级期间的学校表现与学校缺勤之间的年级和累积结果。在小学任何一年缺勤较多的学生表现出较低的学业成绩、执行功能和社会情感结果。尽管在不同年级水平上的关联程度差异不大，但有证据表明存在累积关联。具体来说，在整个小学阶段一直缺勤的学生往往在长期内跨发展领域的结果较低。缺勤与结果之间的负面联系在黑皮肤学生中比白皮肤学生更大，但很少出现其他亚组差异。
