Measuring the Effect Teacher Absenteeism Has on Student Achievement at A "Urban but not too urban:" Title I Elementary School (original) (raw)
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Common sense that is supported by research tells us that when a teacher is absent from the classroom, student learning is disrupted. When that teacher is repeatedly absent, student performance can be significantly impacted in a negative way. The more days a teacher is out of the classroom, the lower their students tend to score on standardized tests. Nationally, teachers are absent from the classroom on average 10 days per year.
Do Teacher Absences Impact Student Achievement? Longitudinal Evidence From One Urban School District
Educational Evaluation and Policy Analysis, 2007
Rates of employee absences and the effects of absences on productivity are topics of conversation in many organizations in many countries. One reason is that high rates of employee absence may signal weak management and poor labor-management relations. A second reason is that reducing rates of employee absence may be an effective way to improve productivity. This paper reports the results of a study of employee absences in education, a large, labor-intensive industry. Policymakers' concern with teacher absence rests on three premises: (1) that a significant portion of teachers' absences is discretionary, (2) that teachers' absences have a nontrivial impact on productivity, and (3) that feasible policy changes could reduce rates of absence among teachers. This paper presents the results of an empirical investigation of the first two of these premises; it discusses the third premise. We employ a methodology that accounts for time-invariant differences among teachers in skill and motivation. We find large variation in adjusted teacher absence rates among schools. We estimate that each 10 days of teacher absences reduce students' mathematics achievement by 3.3 percent of a standard deviation.
School District Leave Policies, Teacher Absenteeism, and Student Achievement
The Journal of Human Resources, 1991
In an effort to reduce salary costs, many school districts have begun to offer teachers financial incentives to retire early. Of Sn, however, these districts have limits on the number of cumulated unused sick leave days that teachers may receive cash payments, credits toward future health insurance, or retirement credits for, at retirement. Thus, one might expect that in addition to stimulating early retirement, early retirement incentive programs may interact with sick leave provisions and provide an unintended incentive for increased teacher absenteeism. To the extent that less learning occurs when regular teachers are absent and student motivation to attend school is also reduced, student academic performance may suffer. This surely would be an unintended side effect of these policies. To address these issues, this paper, which is based on an extensive data collection effort by the authors, presents an econometric analyses of variations in teacher and student absenteeism across the over 700 school districts in New York State in 1986-87 and of how such variations influence student test score performance.
Effect of Absenteeism of Teachers in Public Secondary Schools Towards Students’ Academic Performance
International Journal of Advance Research and Innovative Ideas in Education, 2020
This study investigates the effect of absenteeism of teachers in public secondary schools on students’ academic performance. Primary data was obtained using a semi-structured questionnaire which has both open and closed-ended questions; while secondary data was obtained through journal and books. The study was conducted in the Tandahimba district Mtwara region. The district has a population of 227,514 people (URT, 2013). The study findings show that we can see clearly how teacher absence affects students’ academic performance. On the other hand, this problem culminates in the differential performance of students who come from different levels of backgrounds. The study concludes that poor students in most cases underperform due to lack of money to pay for the extra lessons and the rich ones have the opportunity to pay for the extra lessons to compensate for the lost lessons in their schools due to teacher absenteeism.
Over recent decades there has been a massive effort by developing countries to put their children in school. Educational attainment, especially basic education, is perceived as one of the main vehicles for spurring economic growth and improving living standards in developing countries. However educational attainment in the developing countries is at a standstill because of certain factors of which absenteeism in school is also a contributor. Research tells us that when a teacher is absent from the classroom, student learning is disrupted. Also it is known that students absenteeism affect the performance of the student in exams. An exploratory research was conducted in Kumasi sub metro to find out whether student and teacher absenteeism affect the performance of students in BECE. The major steps involved were the gathering of data from schools in Kumasi Sub Metro District, concerning the students and teachers’ attendance and the performance of the students in the Basic Education Certificate Examination (BECE). A regression analysis was performed on the data of student, teacher absenteeism rates and the performance of the students in the BECE results. The analysis indicated that student absenteeism is of no significance to the performance of students in BECE. The result also indicated that teacher absenteeism is of great impact on the performance of the students in BECE .The model below was therefore used to predict the mean mark of a student for the 2008/2009 academic year: Mean score of student = 442.552-195.098log (teacher absenteeism rate) KEYWORDS: students’ performance, teacher absenteeism rate, students’ absenteeism, regression analysis, Basic education
Chronic Student Absenteeism: A Significant and Overlooked Obstacle to Student Achievement, 2019
It simply doesn't matter how good a teacher, curriculum, or school is if a student is not in regular attendance. Decades of research document the significant negative impacts of student absenteeism on academic achievement, emotional development, graduation, health, and long-term success (Gottfried, 2015). Yet, until just a few years ago, the U.S. K-12 education system was virtually unaware that it had a chronic student absenteeism problem. Prior to that time, chronic absenteeism was never tracked by school systems, let alone addressed. A recent analysis of the data revealed that a significant number of students (one in seven) were chronically absent, defined as missing 10% of school days (Balfanz & Brynes, 2012). And that was the threshold number. Many students identified as chronically absent missed more than 10%. The corresponding negative impacts worsen with every additional day of school missed. The bad news is that chronic absenteeism is a pervasive and complicated problem that requires a significant, systematic, inclusive, ongoing data-driven model involving all aspects of schools, families, and the community. The good news is that there is now an increased focus on this issue at all levels of education (federal, state, and local). It is one of those rare opportunities to have a meaningful impact on student success through interventions that are straightforward, non-ideological, cost-effective, and achievable. This overview looks at the best available evidence on chronic student absenteeism in the context of (1) the scale of the problem at all levels of the education system: national, state, school, and grade; (2) the impact on student academic performance, graduation, health, and financial impact on school districts; (3) impact multipliers that exacerbate chronic absenteeism, such as poverty, student mobility, homelessness, and disciplinary suspensions; and (4) interventions utilizing a public health tiered model for different levels of action depending on need, a performance feedback system to track and modify the results of each intervention, and coordination of resources across a wide range of education stakeholders. Despite a solid and compelling body of research on student absenteeism, there is still much quantitative research to be completed. This overview examines the best available evidence from a wide range of descriptive and correlational analyses executed by various state and city education departments, research groups, and academic researchers. Fortunately, the data paint an unequivocal picture. The results are overwhelmingly consistent across levels of analysis (school, students), units of measurement (achievement tests, graduation rates, dropout rates), areas of focus (reading, math, social indicators), units of education (grades, schools), and students of all
A Longitudinal Record of Elementary School Absence and Its Relationship to Reading Achievement
The Journal of Educational Research, 1982
Eementa y school, attendance and achievement datawere collected from the r cords of dom sample of 1,200 Chicago students. There were compl to lo itudinal data sets for 333 students in kindergarten'through ei th rade. Student absence was highest in kindergarten and decreased it fourth grade: absence rates were' approximately constant. from fifth to, seventh grades and increased again in eighth ,grade. The linear and quadratic trends, of the ahsencecurve are statistically'significant. Girls were absentl,mor-than boys, but the differentes are, not significant. 'There are s gnificant correlations between absehce student grades, but not etveen absence and standardized test :scores., (Author)'
Patterns of Absence and Pupil Achievement
American Educational Research Journal, 1984
Student absences throughout the school year vary in timing and number. Similarly, classrooms vary in the total number of pupil days of absence, in the distribution of absences throughout all school days, and in the degree to which the same students are repeatedly absent. This paper compares these and other aspects of absentee patterns with pupils’ performance on a standardized ninth grade algebra examination. Results indicate that patterns of absence, in addition to the gross quantity of absence, are related to pupils’ performance. Moreover, results indicate that attending students’ test score performance is sensitive to classmates’ absences.