Exploring the Effects of Full-Day Kindergarten on School Absenteeism for Children With Disabilities: Evidence From State Policy Mandates in the United States1

2021 ◽  
pp. 001440292110625
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey
Keyword(s):  
Students With Disabilities ◽  
Children With Disabilities ◽  
School Attendance ◽  
State Level ◽  
The United States ◽  
Policy Implications ◽  
Full Day Kindergarten ◽  
Nationally Representative ◽  
Student Absenteeism ◽  
Full Day

Student absenteeism is a barrier to learning and an issue that requires policy intervention. Students with disabilities are of particular concern, as they miss school more often than students in any other demographic group. Affecting a key attribute of school structures, policies promoting full-day kindergarten began as an effort to improve opportunities for students from disadvantaged backgrounds, but no studies have provided causal evidence as to whether full-day kindergarten enrollment relates to school attendance. No studies have examined whether effects exist for students with disabilities in the long term. Using a nationally representative sample of children with disabilities in the United States ( N = 2,120), we employed an instrumental-variable strategy that capitalized on state-level policy shifts of full-day kindergarten offerings as an exogenous source of variation. We found that full-day kindergarten structures related to a sharp increase in absenteeism for children with disabilities in kindergarten and first and second grades. We found no relationship to absenteeism for these children in later years of primary schooling. We discuss policy implications of these findings.

Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers

2018 ◽  
Vol 85 (1) ◽  
pp. 28-45
Author(s):  
Michael Gottfried
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Education Policy ◽  
Students With Disabilities ◽  
Full Day Kindergarten ◽  
Policy Analysts ◽  
Nationally Representative ◽  
Education Coursework ◽  
Full Day

Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending these programs and what their teachers are like. This study addresses this gap by examining whether the full-day kindergarten-going patterns have changed within two nationally representative cohorts of kindergartners (Early Childhood Longitudinal Study–Kindergarten classes of 1998 and 2010). The findings suggest that a greater percentage of students with disabilities are enrolled in full-day kindergarten programs in 2010 (approximately 80%) than in 1998 (approximately 55%). Comparing full-day kindergarten enrollees between the two cohorts, there were no differences in teachers’ years of experience or degrees, though full-day kindergarten enrollees in 2010 had teachers with less early education and special education coursework. However, full-day kindergarten enrollees in 2010 were more likely to be in classrooms with a special education teacher’s aide. Implications are discussed.

scholarly journals Early Childhood Educational Settings and School Absenteeism for Children With Disabilities

AERA Open ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 233285841878557
Author(s):  
Arya Ansari ◽  
Michael A. Gottfried
Keyword(s):  
Early Childhood ◽  
Children With Disabilities ◽  
School Attendance ◽  
First Grade ◽  
School Year ◽  
Academic Benefits ◽  
Full Day Kindergarten ◽  
School Absences ◽  
Full Day ◽  
Kindergarten Class

Data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 were used to examine the implications of preschool and full-day kindergarten enrollment for the subsequent school absences of 2,056 children with disabilities. Results suggest that children with disabilities who went to preschool were absent less frequently in kindergarten, but these benefits did not persist through the end of first grade. Conversely, children with disabilities who attended full-day kindergarten programs were absent more frequently during the kindergarten year as compared with children in part-day programs, but these children experienced a sharper drop in absenteeism throughout the following school year resulting in no differences in school absences in first grade. No multiplicative benefits emerged for attending both preschool and full-day kindergarten. And even though these aforementioned benefits of preschool diminished rapidly, there were lingering academic benefits through the end of first grade because of improvements in earlier school attendance.

scholarly journals Exploring Attitudes About the Legality of Self-Managed Abortion in the US: Results from a Nationally Representative Survey

2021 ◽  
Author(s):  
Sarah Raifman ◽  
M. Antonia Biggs ◽  
Lauren Ralph ◽  
Katherine Ehrenreich ◽  
Daniel Grossman
Keyword(s):  
Multinomial Logistic Regression ◽  
Public Attitudes ◽  
The United States ◽  
Public Affairs ◽  
Policy Implications ◽  
Reproductive Age ◽  
Factors Associated ◽  
The Us ◽  
The Law ◽  
Nationally Representative

Abstract Introduction Twenty-four states have at least one law in place that could be used to prosecute people for self-managed abortion (SMA), or the termination of a pregnancy outside of the formal healthcare system. We investigated factors associated with public attitudes about SMA legality and legal access to abortion more generally. Methods In August 2017, we surveyed a nationally representative sample of English- and Spanish-speaking women ages 18–49 years in the United States (US) using Ipsos Public Affairs’ KnowledgePanel. Unadjusted and adjusted multinomial logistic regression estimates identify characteristics associated with believing that SMA should not be against the law, compared to should be against the law, with weighting to account for sampling into the panel. Results Overall, 76% (95% CI: 74.3%-77.1%) and 59% (95% CI: 57.3%-60.4%) of participants (n = 7,022, completion rate 50%) reported that abortion and SMA, respectively, should not be against the law; 1% and 19% were unsure. Among those living in a state with at least one law that could be used to prosecute an individual for SMA, the majority (55%, 95% CI: 52.7%-57.9%) believed SMA should not be against the law. Factors associated with believing SMA should not be against the law, compared to should be against the law, included prior abortion experience and higher levels of education and income. Conclusion Most reproductive age women in the US believe that SMA should not be criminalized. There is more uncertainty about SMA legality than about the legality of abortion more generally. Policy Implications US laws that criminalize SMA are not supported by the majority of the people living in their jurisdictions.

Disparities Across Time: Exploring Absenteeism Patterns between Cohorts of Students with Disabilities

2020 ◽  
Vol 122 (11) ◽  
pp. 1-32
Author(s):  
Michael A. Gottfried ◽  
Vi-Nhuan Le ◽  
J. Jacob Kirksey
Keyword(s):  
Students With Disabilities ◽  
Social Needs ◽  
Data Sets ◽  
Chronic Absenteeism ◽  
Data Set ◽  
Full Day Kindergarten ◽  
Effective Interventions ◽  
Nationally Representative ◽  
Single Data ◽  
Over Time

Background It is of grave concern that kindergartners are missing more school than students in any other year of elementary school; therefore, documenting which students are absent and for how long is of upmost importance. Yet, doing so for students with disabilities (SWDs) has received little attention. This study addresses this gap by examining two cohorts of SWDs, separated by more than a decade, to document changes in attendance patterns. Research Questions First, for SWDs, has the number of school days missed or chronic absenteeism rates changed over time? Second, how are changes in the number of school days missed and chronic absenteeism rates related to changes in academic emphasis, presence of teacher aides, SWD-specific teacher training, and preschool participation? Subjects This study uses data from the Early Childhood Longitudinal Study (ECLS), a nationally representative data set of children in kindergarten. We rely on both ECLS data sets— the kindergarten classes of 1998–1999 and 2010–2011. Measures were identical in both data sets, making it feasible to compare children across the two cohorts. Given identical measures, we combined the data sets into a single data set with an indicator for being in the older cohort. Research Design This study examined two sets of outcomes: The first was number of days absent, and the second was likelihood of being chronically absent. These outcomes were regressed on a measure for being in the older cohort (our key measure for changes over time) and numerous control variables. The error term was clustered by classroom. Findings We found that SWDs are absent more often now than they were a decade earlier, and this growth in absenteeism was larger than what students without disabilities experienced. Absenteeism among SWDs was higher for those enrolled in full-day kindergarten, although having attended center-based care mitigates this disparity over time. Implications are discussed. Conclusions Our study calls for additional attention and supports to combat the increasing rates of absenteeism for SWDs over time. Understanding contextual shifts and trends in rates of absenteeism for SWDs in kindergarten is pertinent to crafting effective interventions and research geared toward supporting the academic and social needs of these students.

State- and Individual-Level Predictors of Mexican Death Penalty Support

2017 ◽  
Vol 64 (12) ◽  
pp. 1590-1611 ◽  
Author(s):  
Alexander H. Updegrove ◽  
Erin A. Orrick
Keyword(s):  
Death Penalty ◽  
Capital Punishment ◽  
Mexican Immigrants ◽  
State Level ◽  
The United States ◽  
Individual Level ◽  
Specific Factors ◽  
Nationally Representative ◽  
Future Practice ◽  
Insight Into

Mexico exerts a unique influence on Texas through immigration. As immigrants bring perspectives from their country of origin when they immigrate, studying attitudes toward capital punishment in Mexico may provide insight into ways Mexican immigrants could affect its future practice in Texas. Multilevel modeling is used to examine individual- and state-level predictors of death penalty support among a nationally representative sample of Mexicans. Results indicate age and Catholic affiliation are associated with death penalty support, although not in the expected directions, whereas states bordering the United States are less likely to support capital punishment, despite experiencing less overall peace and a higher average homicide rate. Findings suggest the need for researchers to use culture-specific factors to predict death penalty support.

scholarly journals Worker Power and Class Polarization in Intra-Year Work Hour Volatility

2019 ◽  
Author(s):  
Joe LaBriola ◽  
Daniel Schneider
Keyword(s):  
Bargaining Power ◽  
State Level ◽  
The United States ◽  
Job Quality ◽  
One Dimension ◽  
Unemployment Rates ◽  
Precarious Work ◽  
Union Coverage ◽  
Work Hour ◽  
Nationally Representative

Precarious work, which has become more prevalent in the United States in recent decades, is disproportionately experienced by workers of lower socio-economic classes, and research suggests that the erosion of worker power has contributed to this class polarization in precarity. One dimension of precarious work of growing interest to scholars and policymakers is instability faced by workers in the amount and regularity of their work hours. However, we know little about the magnitude of month-to-month or week-to-week (intra-year) volatility in hours worked, the extent of class-based polarization in this measure of job quality, and whether worker power moderates this polarization. In this paper, we make novel use of the panel nature of the nationally-representative Current Population Survey (CPS) to estimate intra-year volatility in the actual hours respondents report working in the previous week across four consecutive survey months. Using this new measure, we then show that, net of demographic characteristics and controls for occupation and industry, low-wage workers experience disproportionately greater work hour volatility. Finally, we find evidence that reductions in marketplace bargaining power--as measured by higher state-level unemployment rates--increase wage- and education-based polarization in work hour volatility, while increases in associational power--as measured by union coverage--reduce wage-based polarization in work hour volatility.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

Gender Differences on the Road to Redemption

2016 ◽  
Vol 13 (2) ◽  
pp. 182-204 ◽  
Author(s):  
Gina Curcio ◽  
April Pattavina ◽  
William Fisher
Keyword(s):  
United States ◽  
Gender Differences ◽  
Representative Sample ◽  
The United States ◽  
Policy Implications ◽  
Criminal Offense ◽  
The Road ◽  
Nationally Representative ◽  
On The Road

Redemption research examines how much time must pass after a criminal offense before an offender is considered “redeemed.” This study adds to redemption research by using a nationally representative sample from the United States to determine whether years to redemption found in prior research replicate and will be the first to determine whether there are gender differences. We also explore factors that influence who makes it to the redemption point. Findings reveal that while men reach the redemption point after 10 years, women reach the redemption point after 4 years. Policy implications of these findings are discussed.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

scholarly journals Worker Power and Class Polarization in Intra-Year Work Hour Volatility

Social Forces ◽  
2019 ◽  
Vol 98 (3) ◽  
pp. 973-999
Author(s):  
Joe LaBriola ◽  
Daniel Schneider
Keyword(s):  
Bargaining Power ◽  
State Level ◽  
The United States ◽  
Job Quality ◽  
One Dimension ◽  
Unemployment Rates ◽  
Precarious Work ◽  
Union Coverage ◽  
Work Hour ◽  
Nationally Representative

Abstract Precarious work, which has become more prevalent in the United States in recent decades, is disproportionately experienced by workers of lower socio-economic classes, and research suggests that the erosion of worker power has contributed to this class polarization in precarity. One dimension of precarious work of growing interest to scholars and policymakers is instability faced by workers in the amount and regularity of their work hours. However, we know little about the magnitude of month-to-month or week-to-week (intra-year) volatility in hours worked, the extent of class-based polarization in this measure of job quality, and whether worker power moderates this polarization. In this paper, we make novel use of the panel nature of the nationally-representative Current Population Survey (CPS) to estimate intra-year volatility in the actual hours respondents report working in the previous week across four consecutive survey months. Using this new measure, we then show that, net of demographic characteristics and controls for occupation and industry, low-wage workers experience disproportionately greater work hour volatility. Finally, we find evidence that reductions in marketplace bargaining power—as measured by higher state-level unemployment rates—increase wage- and education-based polarization in work hour volatility, while increases in associational power—as measured by union coverage—reduce wage-based polarization in work hour volatility.

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