NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED536902
Record Type: Non-Journal
Publication Date: 2012-Nov
Pages: 24
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Absence as a Leading Indicator of Student Achievement: New National Data Offer Opportunity to Examine Cost of Teacher Absence Relative to Learning Loss
Miller, Raegen
Center for American Progress
This report uses the Civil Rights Data Collection dataset released in early 2012 to raise questions and drive debate about the subject of teacher absence. This dataset comes from the first national survey to include school-level information on teacher absence. The measure constructed from this information is the percentage of teachers who were absent more than 10 times during the year. The Department of Education calls the measure a "leading indicator," a reasonable label given the documented relationship between absence rates measured at the teacher level and student achievement. Yet very little is known about the properties of this new school-level measure. This report also notes that teacher absence is yet another item that can be added to the list of ways in which charter schools differ from traditional public schools. Teachers are absent from traditional public schools more than 10 times per year at a rate that is 15.2 percentage points higher than in charter schools. This report also supplies evidence that students in schools serving high proportions of African American or Latino students are disproportionately exposed to teacher absence. Holding constant the grade-level and whether a school is a charter, a school with its proportion of African American students in the 90th percentile has a teacher absence rate that is 3.5 percentage points higher than a school in the 10th percentile. The corresponding differential based on percentages of Latino students is 3.2 percentage points. With these and other findings, this report seeks to draw attention to the too long-neglected subject of teacher absence. The costs of teacher absence, both in financial and academic terms, can no longer be borne in silence. The abundance of variation in teacher absence behavior, both between districts and within, means that there is room in many districts and individual schools for teachers to have adequate access to paid leave while being absent less frequently. Data are appended. (Contains 6 figures, 4 tables and 45 endnotes.) [For "Teacher Absence as a Leading Indicator of Student Achievement: New National Data Offer Opportunity to Examine Cost of Teacher Absence Relative to Learning Loss. Introduction and Summary," see ED536904.]
Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for American Progress
Identifiers - Location: United States
IES Cited: ED555740