Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students’ school performance in the United States. Students who were more frequently absent in any year of elementary school demonstrated lower academic, executive function, and socioemotional outcomes. Although there was little variation in the magnitude of associations across grade levels, there was evidence of cumulative associations. Specifically, students who were consistently absent throughout elementary school tended to have lower outcomes across developmental domains in the long-term. The negative links between absenteeism and outcomes were larger for Black than White students, but few other subgroup differences emerged.

中文翻译：

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旷课的年级和累积结果

来自 2011 年幼儿纵向研究幼儿园班的具有全国代表性的数据（n = 14,370) 用于检查美国学生在学业表现的幼儿园和五年级之间的年级水平和旷课累积结果。在小学任何一年中经常缺席的学生表现出较低的学业、执行功能和社会情感成果。尽管不同年级的关联程度几乎没有变化，但有证据表明存在累积关联。具体来说，从长远来看，在整个小学期间一直缺席的学生往往在发展领域的成绩较低。黑人学生的旷课和结果之间的负相关关系比白人学生大，但几乎没有出现其他亚组差异。