The Relationship between Student Attendance and Achievement, Pre- and Post-COVID. EdWorkingPaper No. 24-951
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| Title: | The Relationship between Student Attendance and Achievement, Pre- and Post-COVID. EdWorkingPaper No. 24-951 |
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| Language: | English |
| Authors: | Tom Swiderski, Sarah Crittenden Fuller, Kevin C. Bastian, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | 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/ |
| Peer Reviewed: | N |
| Page Count: | 56 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Spencer Foundation |
| Contract Number: | R305S220003 |
| Document 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 |
| Descriptors: | Correlation, Academic Achievement, COVID-19, Pandemics, Achievement Gains, Mathematics Achievement, Value Added Models, Student Characteristics, Suspension, Mathematics Tests, Distance Education, In Person Learning, Scores, Peer Relationship, Student Records, Elementary School Students, Middle School Students, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Trend Analysis, Standardized Tests |
| Geographic Terms: | North Carolina |
| Abstract: | 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED672486 |
| Database: | ERIC |
| Abstract: | 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. |
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