Chronic Absenteeism in the Classroom Context: Effects on Achievement

Michael A. Gottfried

147 citations0/0 files storedUrban Education

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Youth Substance Use and School Attendance School Choice and Performance Innovations in Educational Methods

Abstract

Although educational policy makers uphold that chronic absenteeism (missing 10% or more of the school year) is damaging to students’ schooling outcomes, there is little empirical research to match. This study considers the role of spillover effects of chronic absenteeism on classmates’ achievement. It does so by utilizing a large-scale administrative urban district data set of elementary schoolchildren—a sample of students where the rates of chronic absenteeism are expected to be higher compared with the national average. The results show that students suffer academically from having chronically absent classmates—as exhibited across both reading and math testing outcomes. Chronic absenteeism not only had a damaging effect on those individuals missing excessive school days but also has the potential to reduce outcomes for others in the same educational setting.

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1989Withdrawing From School 1995Dropping Out of Middle School: A Multilevel Analysis of Students and Schools 2012But What is Urban Education?1986Who Drops Out of High School and Why? Findings from a National Study 1994Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School 2001Educational Production 1995Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students 1994Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School

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