Excused versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement

Autor/in	Gottfried, Michael A.
Titel	Excused versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement
Quelle	In: Educational Evaluation and Policy Analysis, 31 (2009) 4, S.392-415 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373709342467
Schlagwörter	Truancy; Standardized Tests; Mathematics Tests; Attendance Patterns; Academic Achievement; Correlation; Grade 2; Grade 3; Grade 4; Elementary School Students; Urban Schools; Reading Achievement; Mathematics Achievement; Teacher Student Relationship; English (Second Language); Reading Tests; Racial Differences; Gender Differences; Low Income Groups; Socioeconomic Influences; Behavior Problems; White Students; Asian American Students; Hispanic American Students; African American Students; Class Size; Teacher Characteristics; Neighborhoods; Pennsylvania + Suchen Sie Ihr Suchwort? Schulabsentismus; Schulschwänzen; Schulverweigerung; Standadised tests; Standardisierter Test; Schulleistung; Korrelation; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Lesetest; Rassenunterschied; Geschlechterkonflikt; Sozioökonomischer Faktor; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Klassengröße; Neighbourhoods; Nachbarschaft
Abstract	The literature on school absences has focused predominantly on the reasons for student truancy, or it has assessed only aggregate student absences in their effect on achievement. However, this study brings forth a new issue: the relationship between types of absences--excused versus unexcused--and school performance. With a quantitative model of educational achievement on a longitudinal multilevel data set of all second- through fourth-grade students in the Philadelphia School District from 1994 to 2000, this study disaggregated absence information to provide new insight on the attendance-achievement relationship. Specifically, a model using fixed effects with classroom-level clustering was employed to determine how the distinction among varying proportions of excused versus unexcused absences related to students' standardized test performance in reading and math. This article demonstrates that distinguishing between students with high rates of excused or unexcused absences is significant. Having a higher proportion of excused absences to total absences exhibits a positive relationship between reading and math test scores. Conversely, students with a higher proportion of unexcused absences places them at academic risk, particularly in math achievement and as early as in elementary school. Implications for policy are discussed. (Contains 3 notes, 9 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10