The Short- and Long-Term Effects of Student Absence
The Short- and Long-Term Effects of Student Absence

Author: Sarah Cattan

Publisher:

Published: 2017

Total Pages: 73

ISBN-13:

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Instructional time is seen as an important determinant of school performance, but little is known about the effects of student absence. Combining historical records and administrative data for Swedish individuals born in the 1930s, we examine the impacts of absence in elementary school on short-term academic performance and long-term socio-economic outcomes. Our siblings and individual fixed effects estimates suggest absence has a moderate adverse effect on academic performance. The detrimental effect fades out over time. While absence negatively correlates with final education, income and longevity, we only find robust evidence that it lowers the probability of employment at age 25-30.

The Long-term Effects of Student Absence
The Long-term Effects of Student Absence

Author: Sarah Cattan

Publisher:

Published: 2022

Total Pages:

ISBN-13: 9783863043827

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Despite the relatively uncontested importance of promoting school attendance in the policy arena, little evidence exists on the causal effect of school absence on long-run socio-economic outcomes. We address this question by combining historical and administrative records for cohorts of Swedish individuals born in the 1930s. We find that primary school absence significantly reduces contemporaneous academic performance, final educational attainment and labor income throughout the life-cycle. The findings are consistent with a dynamic model of human capital formation, whereby absence causes small immediate learning losses, which cumulate to larger human capital losses over time and lead to worse labor market performance.

The Short- and Long-run Impacts of Secondary School Absences
The Short- and Long-run Impacts of Secondary School Absences

Author: Jing Liu

Publisher:

Published: 2019

Total Pages:

ISBN-13:

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We provide novel evidence on the causal impact of student absences in middle and high school on state test scores, course grades, and educational attainment using a rich administrative dataset that includes the date and class period of each absence. Our identification strategy addresses potential endogeneity due to time-varying student-level shocks by exploiting the fact that in a given year, there exists within-student, between-class variation in absences. We also leverage information on the timing of absences to show that absences that occur after the annual window for state standardized testing do not appear to affect test scores, which provides a further check of our identification strategy. We find that absences in middle and high school harm contemporaneous student achievement and longer-term educational attainment: On average, missing 10 math classes reduces math test scores by 7% of a standard deviation, math course grades by 19% of a standard deviation, the probability of on-time graduation by 8%, and the probability of college enrollment by 7%. Similar results hold for absences in English Language Arts classes. These results suggest that absences in middle school and high school are just as harmful, if not more so, than absences in elementary school. Moreover, the timing of absences during the school year matters, as both the occurrence and the impact of absences are dynamic phenomena.

What Matters for Staying On-Track and Graduating in Chicago Public High Schools
What Matters for Staying On-Track and Graduating in Chicago Public High Schools

Author: Elaine Allensworth

Publisher:

Published: 2013-04-05

Total Pages: 68

ISBN-13: 9780978738341

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Almost half of all Chicago Public School students fail to graduate, and in some CPS high schools more students drop out than graduate. It is a problem that can sometimes feel overwhelming to address because the causes of dropout are myriad and complex. What is often lost in discussions about dropping out is the one factor that is most directly related to graduation-students' performance in their courses. In this research report, CCSR authors Elaine Allensworth and John Q. Easton look into the elements of course performance that predict whether students will graduate and suggest what schools and families can do to keep more teens in school. Building on earlier CCSR research of "on-track indicators" that demonstrated a connection between failing freshman classes and dropping out, the authors found that a number of freshman-year factors can be used to predict high school graduation. Grades are as predictive as on-track indicators; almost all students with a "B" average or better at the end of their freshman year graduate, compared to only a quarter of those with a "D" average. The research also revealed how critical attendance is for freshman success. Conventional wisdom holds that eighth grade test scores are good predictors of students' likelihood to do well in high school courses. However, course attendance is eight times more predictive of course failure in the freshman year than test scores. Just one week of absence is associated with a much greater likelihood of failure, regardless of incoming achievement. The authors also examine how school practices affect students' grades, failure rates and attendance. Students' grades and attendance are particularly better than expected in schools characterized by two features-supportive relationships between teachers and students, and a perception among students that the work they are doing in high school is preparing them for the future.

Missing School
Missing School

Author: Jane Sundius

Publisher:

Published: 2008

Total Pages: 15

ISBN-13:

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Nationwide, students are absent from school in large numbers and for a myriad of well-known reasons, including illness, suspension, and truancy. But they also miss school for less obvious reasons, such as poor transportation, fears of personal safety, disengagement, unwelcoming schools, school policies that push them out, and family- or work-related responsibilities. Too often, parents and guardians, schools, communities, and city agencies perpetuate the cycle of disengagement and absenteeism either with indifference or with punitive responses to absence. Researchers are just now delving into the short- and long-term effects of school absence; this emerging body of research shows that frequent absence unambiguously predicts later academic problems, dropout, and even criminal justice involvement. This paper, the first in OSI-Baltimore's Student Attendance series, reviews local, state, and national data on habitual truancy and chronic absence, including who is absent, why, and what the outcomes of school absence are. It also outlines the major policies impacting school attendance: weak and indifferent attendance policies, harsh discipline policies that undermine

Preschool Attendance in Chicago Public Schools
Preschool Attendance in Chicago Public Schools

Author: Stacy B. Ehrlich

Publisher: Consortium on Chicago School Research

Published: 2014-05-05

Total Pages: 64

ISBN-13: 9780989799430

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Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. This report examines the extent of preschool absenteeism and the reasons preschool students are absent. It also examines the relationship between preschool absences and students' scores on measures of kindergarten readiness in math, letter recognition, and social-emotional development, as well as assessments of second-grade reading fluency. Ultimately, students who miss more preschool have lower kindergarten readiness scores, and students who are chronically absent in preschool are more likely to be chronically absent in kindergarten and have lower second grade reading scores. However, students who enter preschool with the weakest skills benefit the most from regular attendance.

Absent from School
Absent from School

Author: Michael A. Gottfried

Publisher: Harvard Education Press

Published: 2021-03-09

Total Pages: 310

ISBN-13: 1682532798

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In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance. Only in the past two or three years has chronic absenteeism become the focus of attention among policy makers, civil rights advocates, and educators. Absent from School provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day.

Adolescents at Risk
Adolescents at Risk

Author: Joy G. Dryfoos

Publisher: Oxford University Press

Published: 1991-08-29

Total Pages: 289

ISBN-13: 0195361008

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Seven million youngsters--one in four adolescents--have only limited potential for becoming productive adults because they are at high risk for encountering serious problems at home, in school, or in their communities. This is one of the disturbing findings in this unique overview of what is known about young people aged 10 to 17 growing up in the United States today. The book explores four problem areas that are the subject of a great deal of public interest and social concern: delinquency, substance abuse, teen pregnancy, and school failure. In examining these problem areas, Dryfoos has three objectives: to present a more cogent picture of adolescents who are at risk of problem behaviors and where they fit in society; to synthesize the experience of programs that have been successful in changing various aspects of these behaviors; and to propose strategies for using this knowledge base to implement more effective approaches to helping youngsters succeed. Among the key concepts emerging from this study are the importance of intense individual attention, social skills training, exposure to the world of work, and packaging components in broad, community-wide interventions. Schools are recognized as the focal institution in prevention, not only in regard to helping children achieve academically, but in giving young people access to social support and health programs. The author also proposes comprehensive youth development initiatives at the local, state and national level, based on programs shown to be effective in real practice. This landmark, state-of-the-art study represents an indispensable resource for anyone interested in the welfare and current problems of youth, including psychologists, sociologists, school administrators, state and federal officials, policymakers, and concerned parents.

Urban Lives
Urban Lives

Author: Martin Dribe

Publisher: Oxford University Press

Published: 2024

Total Pages: 385

ISBN-13: 0197761097

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Through the lens of a Swedish industrial city, Landskrona, Urban Lives looks at economic and demographic change at the micro level to understand the societal transformations that profoundly changed people's lives during the twentieth century. Based an original data infrastructure, the book follows individuals across generations and situates them in their social, institutional, and environmental contexts. Chapter authors provide novel insights into the micro-level foundations of long term economic-demographic processes, and cover important research questions related to health, family, migration, and residential segregation.