LAUSR

Abstract Consistent school attendance is a critical component of education. Although research suggests that high rates of absenteeism is a significant issue for many students, minimal evidence exists focusing on absences among the nation’s youngest students − those in pre-kindergarten. This study focused on students in a large, urban district and examined the prevalence of pre-kindergarten chronic absence for different student subgroups, its relationship to learning outcomes during pre-kindergarten, and its association with ongoing attendance patterns and learning outcomes through second grade. Results indicated that absence in pre-kindergarten was widespread, particularly among African American students and those who entered pre-kindergarten with the lowest skills. Chronically absent pre-kindergarten students—those who were absent 10% or more of their enrolled days—displayed lower levels of academic and behavioral kindergarten readiness and were more likely to be chronically absent in subsequent grades. By third grade, students chronically absent for multiple years exhibited the need for significant intervention to read at grade level. These findings suggest that providing supports to improve attendance in pre-kindergarten and early elementary years has the potential to reduce achievement gaps and redirect struggling students onto the pathway toward educational success.