Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time
By Joshua Goodman. 2014
204 citations recorded by the source corpus.
Subfields: Accounting, Education
View Paper: https://www.semanticscholar.org/paper/a215fcf57af0a665382c00793e347dffd7e3bc7d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Accounting
- J. Kirksey
- Kenneth Smythe-Leistico
- Lindsay C. Page
- Michael A. Gottfried
- Teresa Romano
- Esteban M. Aucejo
In Education
- J. Kirksey
- Teresa Romano
- Esteban M. Aucejo
- Kenneth Smythe-Leistico
- Lindsay C. Page
- J. Soland
- M. Cattaneo
- Chantal Oggenfuss
Citations in the corpus
- Suffering in silence: How COVID-19 school closures inhibit the reporting of child maltreatment (2020, unknown): “…cognitive outcomes.4 Previous studies have shown that summer learning loss (Atteberry and McEachin, 2020), weather-related school closures (Goodman, 2014), teacher strikes (Belot andWebbink, 2010; Juame andWillén, 2019), and absenteeism (Aucejo and Romano, 2016; Gershenson et al., 2017)…”
- “When” Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance (2017, methodology): “…(most commonly measured as the overall number of days missed per year) correlates with lower testing performance on state exams (Easton & Engelhard, 1982; Gershenson, Jacknowitz, & Brannegan, 2014; Goodman, 2014; Gottfried, 2009, 2010, 2011b; Moonie, Sterling, Figgs, & Castro, 2008; Roby, 2004).”
- Connect-Text: Leveraging Text-Message Communication to Mitigate Chronic Absenteeism and Improve Parental Engagement in the Earliest Years of Schooling (2018, background): “Going a step beyond these descriptive patterns, evidence also points to the causal link between absenteeism and educational outcomes (Gershenson, Jacknowitz, & Brannegan, 2017; Goodman, 2014; Gottfried, 2009, 2011, 2014).”
- Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement (2020, background): “For example, Goodman (2014) found that one moderate snow day–induced absence reduced student mathematics scores by 0.05 SDs.”
- The more, the better? The impact of instructional time on student performance (2017, background): “For example, Marcotte (2007) and Goodman (2014) use weather-related school closures or absences to instrument for instruction time and find negative effects of lost instructional time on student achievements.”
- Assessing the Effect of School Days and Absences on Test Score Performance. CEP Discussion Paper No. 1302. (2014, background): “…North Carolina flu data to instrument for absences and we also examine a specification that includes controls for a contemporaneous measure of student disengagement.23 Goodman (2014) uses snowfall amounts in Massachusetts to identify the effect of time spent at school on test score performance.”