Evaluating the Relationship between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach

Autor/in	Gottfried, Michael A.
Titel	Evaluating the Relationship between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach
Quelle	In: American Educational Research Journal, 47 (2010) 2, S.434-465 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831209350494
Schlagwörter	Middle School Students; Quasiexperimental Design; Middle Schools; Grade Point Average; Academic Achievement; Attendance Patterns; Mathematics Tests; Urban Schools; Elementary Schools; Correlation; Reading Achievement; Reading Tests; Mathematics Achievement; At Risk Students; White Students; African American Students; Hispanic American Students; Asian American Students; Low Income Groups; Neighborhoods; English (Second Language); Behavior Problems; Pennsylvania + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Korrelation; Leseleistung; Lesetest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Neighbourhoods; Nachbarschaft; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Researchers, policymakers, practitioners, and parents have assumed a positive relationship between school attendance and academic success. And yet, among the vast body of empirical research examining how input factors relate to academic outcomes, few investigations have honed in on the precision of the relationship between individual attendance and student achievement. The purpose of this article is to provide insight into this relationship. Specifically, this study has evaluated the hypothesis that the number of days a student was present in school positively affected learning outcomes. To assess this, a unique empirical approach was taken in order to evaluate a comprehensive dataset of elementary and middle school students in the Philadelphia School District. Employing a fixed effects framework and instrumental variables strategy, this study provides evidence from a quasi-experimental design geared at estimating the causal impact of attendance on multiple measures of achievement, including GPA and standardized reading and math test performance. The results consistently indicate positive and statistically significant relationships between student attendance and academic achievement for both elementary and middle school students. (Contains 7 tables and 18 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10