ERIC Number: EJ1137956
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Are Student Absences Worth the Worry in U.S. Primary Schools?
Gershenson, Seth; Jacknowitz, Alison; Brannegan, Andrew
Education Finance and Policy, v12 n2 p137-165 Spr 2017
Student absences are a potentially important, yet understudied, input in the educational process. Using longitudinal data from a nationally representative survey and rich administrative records from North Carolina, we investigate the relationship between student absences and academic performance. Generally, student absences are associated with modest but statistically significant decreases in academic achievement. The harmful effects of absences are approximately linear, and are two to three times larger among fourth and fifth graders in North Carolina than among kindergarten and first-grade students in the nationally representative Early Childhood Longitudinal Study. In both datasets, absences similarly reduce achievement in urban, rural, and suburban schools. In North Carolina, the harm associated with student absences is greater among both low-income students and English language learners, particularly for reading achievement. Also, in North Carolina, unexcused absences are twice as harmful as excused absences. Policy implications and directions for future research are discussed.
Descriptors: Attendance Patterns, Kindergarten, Elementary School Students, Early Childhood Education, Children, Longitudinal Studies, Surveys, Socioeconomic Influences, English Language Learners, Academic Achievement, Age Differences, Low Income Groups
MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: firstname.lastname@example.org; Web site: http://www.mitpressjournals.org/loi/edfp
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A