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Absence and Attainment: Evidence from Pandemic Policy

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Title: Absence and Attainment: Evidence from Pandemic Policy
Language: English
Authors: Stephen Gibbons, Sandra McNally, Piero Montebruno, London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Source: Centre for Economic Performance. 2024.
Availability: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Peer Reviewed: N
Page Count: 52
Publication Date: 2024
Sponsoring Agency: Nuffield Foundation (United Kingdom)
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Attendance, COVID-19, Pandemics, Parent Attitudes, Student Attitudes, Educational Policy, School Closing, Socioeconomic Status, Student Characteristics, Academic Achievement, Foreign Countries, Elementary Secondary Education, Geographic Location, Gender Differences, Age Differences, Ethnicity, Racial Differences
Geographic Terms: United Kingdom (England)
Abstract: A high level of school absence has persisted across many countries since the COVID-19 pandemic. We use English data to investigate whether a student's absence during the pandemic had a causal impact on school attendance and academic progress in future years, using variation in local regulations during the pandemic (not aimed at schools). We find that more stringent regulations caused higher rates of school absence at that time, leading to lower attendance and rates of achievement in subsequent years. Our evidence suggests that the persistent effect is caused by changes in parents' and pupils' attitudes to attendance and not because of rules forcing students to stay at home when they had been in contact with others who had COVID-19. The effects of policy restrictions on contemporaneous and persistent absences was stronger for lower socio-economic groups.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED666593
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED666593
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PubType: Report
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  Label: Title
  Group: Ti
  Data: Absence and Attainment: Evidence from Pandemic Policy
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Stephen+Gibbons%22">Stephen Gibbons</searchLink><br /><searchLink fieldCode="AR" term="%22Sandra+McNally%22">Sandra McNally</searchLink><br /><searchLink fieldCode="AR" term="%22Piero+Montebruno%22">Piero Montebruno</searchLink><br /><searchLink fieldCode="AR" term="%22London+School+of+Economics+and+Political+Science+%28United+Kingdom%29%2C+Centre+for+Economic+Performance+%28CEP%29%22">London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Centre+for+Economic+Performance%22"><i>Centre for Economic Performance</i></searchLink>. 2024.
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  Label: Availability
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  Data: Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
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  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 52
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Nuffield Foundation (United Kingdom)
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  Data: Reports - Research
– Name: Audience
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  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A high level of school absence has persisted across many countries since the COVID-19 pandemic. We use English data to investigate whether a student's absence during the pandemic had a causal impact on school attendance and academic progress in future years, using variation in local regulations during the pandemic (not aimed at schools). We find that more stringent regulations caused higher rates of school absence at that time, leading to lower attendance and rates of achievement in subsequent years. Our evidence suggests that the persistent effect is caused by changes in parents' and pupils' attitudes to attendance and not because of rules forcing students to stay at home when they had been in contact with others who had COVID-19. The effects of policy restrictions on contemporaneous and persistent absences was stronger for lower socio-economic groups.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED666593
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED666593
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 52
    Subjects:
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Geographic Location
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: Absence and Attainment: Evidence from Pandemic Policy
        Type: main
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            NameFull: London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
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            NameFull: Stephen Gibbons
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            NameFull: Sandra McNally
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            NameFull: Piero Montebruno
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          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2024
          Titles:
            – TitleFull: Centre for Economic Performance
              Type: main
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