Linking Teacher Quality, Student Attendance, and Student Achievement
Year: 2016
Type: article
Study design: Observational Study
Abstract: Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers’ potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance, suggesting that effective teaching is multidimensional and teachers who are effective in one domain are not necessarily effective in others.
Source: Education Finance and Policy
DOI: 10.1162/edfp_a_00180
Author: Seth Gershenson
Institution: American University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1914601706