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ERIC Number: EJ1096365
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1557-3060
EISSN: N/A
Linking Teacher Quality, Student Attendance, and Student Achievement
Gershenson, Seth
Education Finance and Policy, v11 n2 p125-149 Spr 2016
Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance, suggesting that effective teaching is multidimensional and teachers who are effective in one domain are not necessarily effective in others.
MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: DRL0941014