Absenteeism in Appalachian preschool classrooms and children's academic achievement

This study examined preschool absenteeism for children (N = 451) in classrooms in rural areas of Appalachia. A substantial portion of children (47.5%) were chronically absent (missing 10% of more of the school year). The current study focuses on preschool children's developing language and literacy skills that are foundational for future reading and school success. Findings revealed that children who were frequently absent, particularly those who were chronically absent, exhibited fewer gains in literacy over the academic year. No effect of absenteeism was uncovered for language growth. Instructional quality was examined as a moderator of absenteeism and achievement. The effects of absenteeism on children's language and literacy outcomes did not vary as a function of instructional quality. Implications and future directions are discussed.