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

By Michael A. Gottfried. 2009

338 citations recorded by the source corpus.

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Citations in the corpus

School factors associated with school refusal- and truancy-related reasons for school non-attendance (2015, background): “In contrast, frequent or prolonged non-attendance may lead to deteriorating school performance and create a negative cycle that is difficult to break (Credé et al. 2010; Gottfried 2009; Musser 2011; Sanchez 2012; Reid 2005).”
Student Attendance and Educational Outcomes: Every Day Counts (2013, background): “Gottfried (2009) highlights that, while all absences are bad for academic performance, unexcused absences are far more predictive of lower reading and math achievement (even in early schooling years).”
Flaking Out: Student Absences and Snow Days as Disruptions of Instructional Time (2014, neutral): “…time due to absences generally depends on identification strategies that leave open the possibility of substantial omitted variable bias, such as simply controlling for observable characteristics of students or instrumenting absences with students’ distance from school (Gottfried, 2009, 2010).”
Are Student Absences Worth the Worry in U.S. Primary Schools? (2017, background): “This finding is consistent with Gottfried’s (2011) finding that conditioning on family FE yields larger estimates of the effect of absences on”
“When” Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance (2017, background): “…(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).”
Longitudinal Attendance Patterns: Developing High School Dropouts (2012, background): “…shed light on the process of disengagement from school, but may also inform the development of programs or policies designed to deter absenteeism (Gottfried 2009) in efforts to avoid losing valuable federal and state education funding allocated based on attendance patterns (Baker, Sigmon, and…”
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).”
Assessing the Effect of School Days and Absences on Test Score Performance. CEP Discussion Paper No. 1302. (2014, background): “(79)Gottfried (2009) also examines disaggregated absences and finds that students with a higher proportion of unexcused absences places them at academic risk, particularly in math achievement.”
Differentiation Between School Attendance Problems: Why and How? (2019, background): “than those with a higher proportion of excused absences to total absences (Gottfried, 2009).”
The short- and long-run impacts of secondary school absences (2021, background): “This is a fairly novel result in the literature on student absences, as previous research has generally used administrative data that do not specify when during the year absences occurred (Gershenson et al., 2017; Gottfried, 2009).”
Assessing Reasons for School Non-attendance (2015, background): “…is a reason for concern, because high levels of non-attendance are linked to problems with academic achievement (Credé, Roch, & Kieszczynka, 2010; Gottfried, 2009; Musser, 2011; Sanchez, 2012) and school dropout (Allensworth & Easton, 2007; Kearney, 2008b; Markussen, Frøseth, Lødding, &…”
Chronic Absenteeism and Its Effects on Students’ Academic and Socioemotional Outcomes (2014, background): “As previously mentioned, research supports that higher absence rates impede student achievement outcomes (Gottfried, 2009), but little work exists on what happens when missing school becomes chronic, particularly at school entry.”