The Early Childhood Impact on K-3 Absenteeism report shows absence rates for students in kindergarten through third grade, and allows rate comparison of students who have participated in select publicly-funded early childhood programs before kindergarten, with that of all students. Early childhood programs that are included in this report are as follows: Developmental Kindergarten, Early Childhood Special Education, Early On®, Great Start Readiness Program (GSRP) and/or GSRP/Head Start Blend. Districts are required to report participation in these programs to the state. Children that participated in early learning programs such as child care, Head Start or Early Head Start, Title I Preschool or Services, tuition-based preschool, or other programs, would not be counted in the total for “Participated in State-Funded EC Program(s),” as districts are not currently required to report participation in these programs.
The data are important because they help us start to understand how children who have had early childhood programs could benefit once they reach kindergarten. Academic studies have shown that school attendance during the early years of school is one of the keys to academic success. Chronic absenteeism (missing 10 percent or more of school days) puts young children at risk for falling behind their peers, especially in reading proficiency.
Family income must be below a certain threshold for children to be eligible for GSRP and GSRP/Head Start Blend participation. This report compares children enrolled in these early childhood programs to children who weren’t enrolled in the specified early childhood programs, and two of these programs are income dependent. Because of this, the report category chosen can impact what results are shown. For instance, if “All Students” is selected, the report will likely show that children who did not participate in the early childhood programs have a lower absence rate than those who participated. However, when the report category Economically Disadvantaged is used, it is likely that the opposite is true, and those who participated have a lower absence rate than those who did not. For this reason, it is important to keep in mind that the report category chosen will probably affect the comparison on the resulting screen.
Exploring the Early Childhood Impact on K-3 Absenteeism can answer questions like:
How can I see the absenteeism rates for children in my school?
Search for your school by selecting the Keyword Search radio button. Then, enter the name of your school. Click the search button. Under Report Category, select the School Year you are interested in, and the Report Category of All Students. Then click View Results. When your report appears, you'll see Box-and-Whisker Plots that illustrate the absenteeism rate distributions for your school for the children in Kindergarten – 3rd grades. These distributions are broken out into all children (dark blue), children who participated in Early Childhood programs (pink) and children who did NOT participate in an Early Childhood program (orange). The median absence rate is the white bar in the middle part of the box.
How can I see the distribution of absenteeism rates for chronically absent children in my district that also had been enrolled in an Early Childhood program?
Select your school under Edit Report/Find Location. By Report Category, choose Absentee Status. By Absentee Status, choose Chronically Absent and click View Results. In the resulting chart, the lowest point possible for the Box-and-Whisker Plot is 10 percent. That is because in order to fall into the chronically absent category, a child must miss at least 10 percent of school days.
When I compare absenteeism rates of All Students in my school, it looks like the children who did not participate in early childhood programs have fewer absences than those children who did participate in early childhood programs. But, when I compare rates of students who were economically disadvantaged, the opposite is true. Why is that?
A family’s income must be below a certain threshold for children to be eligible for admittance to GSRP and GSRP/Head Start Blend. Therefore, when comparing All Students to early childhood participants, the latter group could be composed of a higher percentage of those who are economically disadvantaged. Comparing participants to their economically disadvantaged peers is a more apples-to-apples comparison than comparing all students to each other.
The Early Childhood Impact on K-3 Absenteeism report includes children enrolled in kindergarten through third grade and their corresponding absenteeism rates. Students are additionally broken out into categories illustrating if they had been enrolled in a publicly-funded early childhood program before entering kindergarten.
In the snapshot view, the data are displayed in a Box-and-Whisker Plot. This type of chart shows the distribution of data, as well as any outliers to the data. For a basic primer on how to read a Box-and-Whisker Plot, please visit this link. The trend view for this report plots the trend of the median values from the snapshot. This is useful in viewing how the median has shifted from year to year.
The trend view of the Early Childhood Impact on K-3 Absenteeism report reflects the median absence rate from the corresponding snapshot view. In other words, the trend chart of this report is following the median, or statistical midpoint, of all of the particular selection’s absence rates.
The High Absence Rate value shown in the snapshot view is displaying the 95th percentile of absences for the entity. This means that the top five percent of absences for a given report are not included in the calculation of the High Absence Rate value. The reason that this metric is being used is to compensate for some anomalies or reporting errors identified in the data collection process.
The Center for Educational Performance and Information (CEPI) collects the information from public schools and ISDs. Since it is not mandatory for schools to report their early childhood enrollees, the data reflects only children who were reported to CEPI. Therefore, the counts reflected in this report are not inclusive of all children in Michigan that have received early childhood services. The only programs that are mandatory for schools to report are Early On, Early Childhood Special Education, Great Start Readiness Program (GSRP) and GSRP/Head Start Blend. When viewing by race/ethnicity, you may see gaps and breaks in the trend view. This is because federal definitions and categories have changed over the years. More information about race and ethnicity categories can be found in the Michigan Student Data System (MSDS) Collection Details manual on the CEPI website.
Location/Entity - You can select and compare data at different entity levels: statewide, by intermediate school district (ISD), by school district, and by county.
LEA - Local educational agency such as a school district.
School Year - The year of early childhood program enrollment.
Great Start Readiness Program (GSRP) - Center-based preschool services for children. Depending upon the school year listed, children enrolled must have at least one of the identified risk factors; at least 90 percent of the children must live with families having an income that is equal to or less than 250 percent of the federal poverty level OR more than 50 percent of the children must meet the current definition for low income. It is mandatory for entities to report children enrolled in this program.
GSRP/Head Start Blend - A district may contract with a Head Start agency to serve children enrolled in Head Start with a school-day program by blending Head Start funds with a part-day great start readiness program allocation. All Head Start and GSRP policies and regulations apply to the blended program. Children are concurrently enrolled in both programs and must attend for the full day. It is mandatory for entities to report children enrolled in this program.
Early On® – Early On specializes in evaluating and providing services for children that are not developing at the same rate as other children. This can include physical, mental, communication, adaptive, social or emotional development. Any child age birth to three is eligible for this program. It is mandatory for entities to report children enrolled in this program.
Early Childhood Special Education - Children ages 3-5 who receive special education and related services in an educational program designed primarily for children with disabilities housed in regular school buildings or other community based settings. It is mandatory for entities to report children enrolled in this program.
Developmental Kindergarten - The first year of the planned two-year developmental kindergarten program.
Chronically Absent – Students who have missed at least 10 percent of total days of possible attendance.
Delivery Schedule - Children in GSRP can either be enrolled in a full-day or a half-day program. This variable is not available for any other early childhood program.
Economically Disadvantaged - Students who have been determined to be eligible for free or reduced-price meals via locally gathered and approved family applications under the National School Lunch program, are in households receiving food (SNAP) or cash (TANF) assistance, are homeless, are migrant, or are in foster care.
Race/Ethnicity - Information about race and ethnicity categories can be found on the CEPI website. Note: When viewing trend data you may see gaps and breaks because federal definitions and categories have changed over the years.
Gender - The sex of the student, male or female.
English Language Learners - Limited English Proficient (LEP) students who speak a language other than English as their primary language and who have difficulty speaking, reading, writing, or understanding English.
Absence Rate = Number of Days Absent/ The total number of days that education services were available to the student.
CEPI collected the data used to compile this report. Data are collected in the fall, in the spring, and at the end of program in the relevant year. For more details on the data definitions and the data collection, please refer to the MSDS Collection Details Manual found on the CEPI website.
The Statewide Data for Report file provides data for the most recent year. To access data for previous
years at the statewide level please use the School Data File.
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