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Preschool isn’t “just pre‑K.” We dig into the data on chronic absence and make the case that showing up is the intervention: consistent attendance wires language, early math, and self‑regulation, and those early gains echo into second grade and beyond. When half of a public pre‑K cohort is chronically absent, the consequences aren’t abstract—they surface as reading gaps, behavior challenges, and classrooms stuck reteaching routines instead of building new skills.

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