Attendance plays an important role in student academic success; yet few studies examine associations between preschool attendance rates and academic skills for children enrolled in early childhood programs. To address this gap, this population-based study examined associations between preschool attendance rates and language, literacy and mathematics skill growth for a cohort of four-year-old children ( = 20,414) enrolled in a state-funded public prekindergarten program within an urban county ( = 1,720 classrooms, = 922 programs). Measures included linked administrative data on preschool attendance and program-administered direct assessments of oral language, literacy, and mathematics. Latent growth curve analysis (LGCA) found that attendance rates were associated with greater rates of change in all academic skills across the preschool year, controlling for child demographic covariates, preschool program provider type, and neighborhood risk. In addition, higher attendance benefited children more who entered preschool with lower initial academic skills as compared to children who entered preschool with higher academic skills. Implications of the findings, including future directions, and application to early childhood education policy and practice are shared.

中文翻译：

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就读自愿学前教育项目的儿童的出勤率对语言、识字和数学技能增长的直接和交互影响


出勤率对学生的学业成功起着重要作用；然而，很少有研究探讨学前班出勤率与参加幼儿计划的儿童的学术技能之间的关系。为了解决这一差距，这项以人口为基础的研究调查了一群在城市内参加国家资助的公立幼儿园计划的四岁儿童 (= 20,414 名) 的学前班出勤率与语言、识字和数学技能发展之间的关系。县（= 1,720 个教室，= 922 个项目）。措施包括将学前班出勤管理数据与项目管理的口语、识字和数学直接评估联系起来。潜在增长曲线分析（LGCA）发现，在控制儿童人口统计协变量、学前项目提供者类型和社区风险的情况下，出勤率与学前学年所有学术技能的较大变化率相关。此外，与进入学前班且学术技能较高的儿童相比，较高的出勤率对初始学术技能较低的学前班儿童的益处更大。分享了研究结果的影响，包括未来的方向以及对幼儿教育政策和实践的应用。