NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED672486
Record Type: Non-Journal
Publication Date: 2024-Nov
Pages: 56
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
The Relationship between Student Attendance and Achievement, Pre- and Post-COVID. EdWorkingPaper No. 24-951
Tom Swiderski; Sarah Crittenden Fuller; Kevin C. Bastian
Annenberg Institute for School Reform at Brown University
We examine the relationship between absenteeism and achievement since the onset of COVID-19. Applying first-differences models to North Carolina administrative data, we estimate that each absence was associated with a 0.0032 standard deviation (SD) decline in math achievement in 2022-23. As students averaged 3.3 more absences in 2022-23 than 2018-19, these results imply that returning absence rates to pre-pandemic levels in 2022-23 may have increased overall achievement by 0.010 SDs. We identify a stronger relationship between absenteeism and achievement pre-pandemic. Across three pre-pandemic cohorts, each absence was associated with a 0.0055 SD decline in achievement, with some evidence of additional impacts of peer absenteeism. Results from these models imply that returning attendance to pre-pandemic levels could have improved 2022-23 achievement by 0.018-0.031 SDs. Findings highlight the important but partial role that attendance recovery may play in academic recovery and suggest potential changes in the costliness of absenteeism post-pandemic.
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education; Early Childhood Education; Grade 3; Primary Education; Grade 4; Intermediate Grades; Grade 5; Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Spencer Foundation
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: R305S220003
Department of Education Funded: Yes
Author Affiliations: N/A