ERIC Number: ED451316
Record Type: Non-Journal
Publication Date: 2000-Nov-14
Impact of Student Attendance, Teacher Certification and Teacher Absence on Reading and Mathematics Performance in Elementary and Middle Schools in New York City. Flash Research Report #3.
New York City Board of Education, Brooklyn. Div. of Assessment and Accountability.
This report examined the extent to which student attendance, teacher certification, and teacher absence explained differences in reading and mathematics achievement among elementary and middle schools in New York City (beyond that explained by such student demographics as receiving free lunch, being an English language learner, and receiving special education services). Multiple regression analysis indicated that student attendance and teacher certification rates were positively and significantly related to student outcomes on mathematics and reading achievement tests, even after factoring out the effects of student demographics. However, average teacher attendance had no significant effects. These results were obtained for both elementary and middle schools. The effect of student attendance was greater than that for percentage of certified teachers in middle schools, but not in elementary schools, where the effects were of the same magnitude. (SM)
Descriptors: Attendance Patterns, Elementary Secondary Education, Employee Absenteeism, English (Second Language), Mathematics Achievement, Poverty, Reading Achievement, Special Education, Student Characteristics, Students, Teacher Attendance, Teacher Certification, Urban Schools
New York City Board of Education, Division of Assessment and Accountability, 110 Livingston Street, Room 728, Brooklyn, NY 11201. Web site: http://www.nycenet.edu.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: New York City Board of Education, Brooklyn. Div. of Assessment and Accountability.
Identifiers - Location: New York
Grant or Contract Numbers: N/A