Tardiness in Early Educatioon.MJR (1) · 2020. 2. 21. · In Kindergarten, half of the children...
Transcript of Tardiness in Early Educatioon.MJR (1) · 2020. 2. 21. · In Kindergarten, half of the children...
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Tardiness in Early Education: Incidence, Predictors, and Consequences
Mariajosé Romero, PhD Associate Professor LaGuardia Community College, City University of New York
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Overview o Little research on student tardiness in
schools o Early Childhood Longitudinal Study,
Kindergarten Cohort, provides data on late school arrivals among children who entered Kindergarten in 1998
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In Kindergarten, half of the children were late to school at least once
o Children were tardy 3.5% of the school year (or six days) o Tardiness ranged between less than 1% (or one day) and
60% (or 108 days)
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Never Tardy >0% - <3.3% >=3.3% - <6.6% >=6.6% - <10% >=10%
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Children were more often tardy in Kindergarten if they were o Hispanic or Black o Enrolled in full-day programs o Repeating kindergarten
0%10%20%30%40%50%60%70%
WhiteBlac
k
Hipanic
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Afterno
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All Day
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ime i
n K
Repea
ting K
Race Program Type Repeating Grade
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Never Tardy Tardy
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Children were more often tardy in Kindergarten if they o Received Head Start or non-relative care in the year prior to K
0%
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Parental Care Head Start Relative Care Center Care NonRelative Care
Tardiness in Kindergarten
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cent
Never Tardy Tardy
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Children who were more often tardy in Kindergarten o Were described by teachers at the beginning of K as having
socio-emotional difficulties
1.251.451.651.852.052.252.452.652.853.053.25
Approaches toLearning
Self-Control InterpersonalRelations
ExternalizingBehaviors
InternalizingBehaviors
Sco
re
Never Tardy >=10%
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Other things being equal, the odds of being chronically late in K were
o 3.5 times higher if children were Black, when compared to white children
o Almost double if children were Hispanic, when compared to white children
o 40% less if they attended a morning program
compared to a full day program o 50% less if they attended an afternoon
program compared to a full day program
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Poor and low income children were more often tardy in K
o Than their middle and upper income peers
0%
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30%
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Below 100% FPL 100% - 200% FPL 200% - 300% FPL 300% or More FPL
Tardiness in Kindergarten
Per
cent
Never Tardy Tardy
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Tardiness was related to other maternal and family characteristics,
o Particularly risk exposure
0%10%20%30%40%50%60%70%80%90%
Teen Mother Single Parent AssistanceReceipt
Large Family Food Insecurity Poor MaternalHealth
Tardiness in Kindergarten
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cent
No Risk Risk
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Other things being equal, the odds of being chronically late were
o Tripled if mothers were Black versus white
o Doubled if mothers were Hispanic versus white
o More than doubled (x2.3) if mothers were single parents
o Almost tripled if mothers had become parents as teenagers
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Being chronically tardy (>=10%) in Kindergarten increased the odds of being chronically absent
o x10 chances of being a chronic absentee (>=10%) in K o x10 chances of being a chronic absentee (>=10%) in 1st Gr. o x3 chances of being a chronic absentee (>=10%) in 3rd Gr. o x3 chances of being chronically absent (>=10%) in 5th Gr.
0%5%
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Kindergarten First Grade Third Grade Fifth Grade
Chronic Absence
Perc
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Never Tardy in K >0% - <3.3% >=3.3% - <6.6% >=6.6% - <10% >=10% Tardy in K
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Children who were chronically tardy in K had poor academic performance
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Kindergarten First Grade Third Grade Fifth Grade
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Never Tardy >=10%
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Never Tardy >=10%
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Kindergarten First Grade Third Grade Fifth Grade
World Know ledge Science
Score
Never Tardy >=10%
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What do we know from research in preschools?
o As part of the Perfectly Punctual Campaign, Learning & Leadership in Families, Inc., has embarked on efforts to collect data
o Site survey of n Attendance and absenteeism n Professionals’ perspectives n Parents’ perspectives
o National Survey of HS professionals
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How easy is it to gather attendance and tardiness data in HS programs? o Attendance and tardiness data are collected everyday
by staff in all HS programs but not stored in ways that are easy to use
o Substantial mobility across programs => to collect accurate data, it is important to understand when children:
n Join the program n Leave the program n Are disenrolled because of excessive absence
o Sites may have classes that offer different types of programs:
n part-day in the morning n part-day in the afternoon n full-day n with early drop-off or late-pick up services n To collect accurate data, it is important to know clearly when children
are supposed to arrive and leave, and when they actually do
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Absenteeism and tardiness seem to be rather common in HS programs o Different groups of children emerge depending on whether and how
often they are absent and tardy
HighTardiness
LowTardiness
LowAbsenteeism
HighAbsenteeism
Seldomabsent,butoftenlate
Seldomabsentandseldomlate
Oftenabsent,andoftenlatewhentheyshowup
Oftenabsent,butseldomlatewhentheyshowup
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Professionals in one site believe that tardiness is
13%
20%
67%
Serious problem Not a serious problem Neither
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Nationally, the majority of HS professionals report that 3-6 children in their groups are late every week
Source: LLF / NHSA survey, March 2009
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HS professionals agree that punctuality
o Creates a positive parent-teacher relationship
o Helps children do better in school o Is one way parents can support
learning o Helps young children develop
friendships o Is one way parents and teachers can
work together
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But HS professionals seem to be more permissive towards lateness o One-quarter to one-third of professionals surveyed feel
neutrals towards or disagree with the claim that lateness
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S lows academic progres s Makes itharderfo rtheteacherto do job
Keeps childrenfromconcentratingonlearning
Makes ithardfo rchildrentointegrates o c iallywitho ther
children
D is agreeo rS tronglyD is agree NeitherA greeo rdis agree S tronglyA greeo rA gree
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To have or not to have a punctuality policy? o Staff in centers that have an articulated
punctuality policy more often believe that believe n The Center Director can shape children’s
attitudes about punctuality n Neighborhood values can potentially shape
children’s attitudes about punctuality
o What seems to make a difference is not whether centers have a punctuality policy, but whether or not they use it consistently n Staff report less punctuality problems in centers
where the policy is consistently invoked
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Professionals see parents as the primary influence on young child’s punctuality
Source: LLF / NHSA survey, March 2009
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Professionals disagree on whether parents understand the punctuality policy
o But 90% parents claim that they understand it
40%
20%
41%
Understand the policy Do not understand the policy Neither
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Parents are divided on whether punctuality at their child’s program is
36%
24%
39%
Serious problem Not a serious problem Neither
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Parent attitudes: Punctuality versus Lateness
Source: LLF / Morgan State University Head Start survey, May 2010
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In conclusion, tardiness… o May begin, along with absenteeism, well before
children enter formal schooling o Has serious consequences for early learning and
development o Affects the most vulnerable children o Elicits different perspectives and practices among
professionals and parents
o These perspectives and practices need to be reconciled to provide a sustained and consistent, high quality early education program