Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach
Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach
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DOI：
10.3102/0002831209350494
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发表时间：
2010-06-01
影响因子：
3.6
通讯作者：
Gottfried, Michael A.
中科院分区：
文献类型：
--
作者：
Gottfried, Michael A.
研究人员、政策制定者、从业者和家长都认为，上学率和学业成功之间存在正相关关系。然而，在大量的实证研究中，投入因素如何与学术成果相关，很少有研究关注个人出勤率与学生成绩之间关系的精确性。这篇文章的目的是提供洞察这种关系。具体而言，这项研究评估了假设，即学生在学校的天数对学习成果有积极影响。为了评估这一点，采取了一种独特的实证方法，以评估在费城学区的小学和中学学生的综合数据集。采用固定效应框架和工具变量策略，本研究提供了证据，从一个准实验设计，旨在估计因果关系的影响出席多项措施的成就，包括GPA和标准化阅读和数学考试成绩。结果一致表明，积极的和统计上显着的关系，学生出勤率和学习成绩的小学和初中学生。
Researchers, policymakers, practitioners, and parents have assumed a positive relationship between school attendance and academic success. And yet, among the vast body of empirical research examining how input factors relate to academic outcomes, few investigations have honed in on the precision of the relationship between individual attendance and student achievement. The purpose of this article is to provide insight into this relationship. Specifically, this study has evaluated the hypothesis that the number of days a student was present in school positively affected learning outcomes. To assess this, a unique empirical approach was taken in order to evaluate a comprehensive dataset of elementary and middle school students in the Philadelphia School District. Employing a fixed effects framework and instrumental variables strategy, this study provides evidence from a quasi-experimental design geared at estimating the causal impact of attendance on multiple measures of achievement, including GPA and standardized reading and math test performance. The results consistently indicate positive and statistically significant relationships between student attendance and academic achievement for both elementary and middle school students.