The Achievement Effects of Tardy Classmates: Evidence in Urban Elementary Schools

Autor/in	Gottfried, Michael A.
Titel	The Achievement Effects of Tardy Classmates: Evidence in Urban Elementary Schools
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 1, S.3-28 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2012.728135
Schlagwörter	Academic Achievement; Correlation; Attendance; Urban Areas; Longitudinal Studies; Reading Tests; Mathematics Tests; Peer Influence; Peer Groups; Student Behavior; Elementary School Students; Predictor Variables; Student Characteristics; Reading Achievement; Mathematics Achievement; Regression (Statistics); Pennsylvania; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Anwesenheit; Urban area; Stadtregion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lesetest; Gleichaltrigengruppe; Peer Group; Student behaviour; Schülerverhalten; Prädiktor; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse
Abstract	In evaluating the deleterious effects of missing in-school time, research has almost exclusively focused on absences, and almost no attention has been paid to tardiness. Hence, this study contributes a new dimension to the field by examining the effects of student tardiness on academic achievement. Employing an empirical model on a large-scale, longitudinal, multilevel dataset of urban elementary school children over 6 years of observations, there are 2 significant findings. First, students with greater tardiness perform worse on both standardized reading and math tests. Second, holding constant an individual's own record of tardiness, students whose classmates are tardy more frequently also have lower test scores. Hence, the achievement gap widens for students in classrooms whose peers have higher rates of tardiness and widens even further for students who also have greater individual levels of tardiness. Policy implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10