The disparity in absenteeism between kindergarteners with and without disabilities is a persistent phenomenon across schools in the United States and reflects ongoing systemic inequities that disadvantage young children with disabilities. Yet, evidence of factors underlying this disparity remains less well understood, limiting the ability for schools to transform how they support students with disabilities in ways that could help narrow the disparity. In our study, we investigate how a set of factors, grounded in a socioecological framework of absenteeism, correlates with chronic absenteeism in kindergarteners with and without disabilities. Importantly, we examine the extent to which distributional differences in these factors between children with and without disabilities explain the attendance disparity. Our study draws upon a nationally representative sample of = 13,860 kindergarteners (52 % male, 48 % female, = 5.5 years, = 1240 with disabilities) from the Early Childhood Longitudinal Survey Kindergarten Class of 2010–11. We analyze our data using multiple logistic regression to identify significant factors that correlate with chronic absenteeism and leverage the Kitagawa-Blinder-Oaxaca decomposition method to describe how distributional differences in those factors contribute to absenteeism disparities. Results show that internalizing behaviors in students with disabilities and their parents’ health are significantly associated with chronic absenteeism as well as help explain the disparity (12 % and 3 % of the disparity, respectively). Importantly, since differences in internalizing behaviors can be generated, in part, by school practices and policies that treat early elementary students with disabilities inequitably, our work suggests that reducing gaps in early absenteeism may require schools to reduce exposure to experiences that can lead to internalizing problem behaviors in young children with disabilities.

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解释残疾和健全幼儿园儿童缺勤的差异：分解方法

残疾幼儿园学生和非残疾幼儿园学生缺勤率的差异是美国学校中持续存在的现象，反映了持续存在的系统性不平等，使残疾幼儿处于不利地位。然而，对造成这种差异的因素的证据仍然知之甚少，这限制了学校改变支持残疾学生的方式以帮助缩小差距的能力。在我们的研究中，我们调查了基于缺勤的社会生态框架的一系列因素如何与残疾和正常幼儿园儿童的长期缺勤相关。重要的是，我们研究了残疾儿童和非残疾儿童之间这些因素的分布差异在多大程度上解释了出勤率差异。我们的研究采用了来自 2010-11 学年幼儿纵向调查幼儿园班的全国代表性样本 = 13,860 名幼儿园儿童（52% 男性，48% 女性，5.5 岁，= 1240 名残疾儿童）。我们使用多元逻辑回归分析数据，以确定与长期缺勤相关的重要因素，并利用 Kitakawa-Blinder-Oaxaca 分解方法来描述这些因素的分布差异如何导致缺勤差异。结果表明，残疾学生的内化行为及其父母的健康与长期缺勤显着相关，并有助于解释这种差异（分别为 12% 和 3%）。重要的是，由于内化行为的差异在一定程度上是由学校不公平地对待早期残疾小学生的做法和政策造成的，因此我们的工作表明，减少早期缺勤的差距可能需要学校减少可能导致内化的经历。残疾幼儿的问题行为。