{"id":5442,"date":"2022-08-30T13:43:26","date_gmt":"2022-08-30T12:43:26","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/?p=5442"},"modified":"2022-08-30T13:43:26","modified_gmt":"2022-08-30T12:43:26","slug":"engaging-teachers-measuring-the-impact-of-teachers-on-student-attendance-in-secondary-school","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/engaging-teachers-measuring-the-impact-of-teachers-on-student-attendance-in-secondary-school\/","title":{"rendered":"Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School\u00a0"},"content":{"rendered":"

Forth Valley and West Lothian Regional Improvement Collaborative<\/span>\u00a0<\/span><\/p>\n

Attendance Focus: August -October 2022<\/span>\u00a0<\/span><\/p>\n

Research Summary\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Research reference (with link)<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School<\/span>\u00a0<\/span><\/p>\n

Jing Liu, Susanna Loeb. Journal of Human Resources, Volume 56, Number 2, Spring 2021, pp. 343-379<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

Research methodology \/ Data Collection methods<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Study focuses on linking secondary teachers to class attendance and create measures of teachers\u2019 contributions to attendance. Promoted by lack of research on teachers\u2019 impact on reducing absence, especially in secondary school, which affects college enrolment. Even more of a lack of research on impact on at risk students.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Looks at unexcused class level attendance and Californian standardised tests data for Maths\u00a0 & ELA from 2003\/4 to 2013\/14 in America.\u00a0<\/span>\u00a0<\/span><\/p>\n

Focuses on five core subjects \u2013 Maths, English language arts (ELA), science, social studies & foreign languages.\u00a0<\/span>\u00a0<\/span><\/p>\n

Correlates with student demographic variables \u2013 race\/ethnicity, gender, English learner status (EL) special education status and gifted status.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Estimate teachers\u2019 contributions to student class attendance in secondary school.\u00a0<\/span>\u00a0<\/span><\/p>\n

Evaluate statistical properties of their new measure\u00a0<\/span>\u00a0<\/span><\/p>\n

Link this measure with several student long-run outcomes<\/span>\u00a0<\/span><\/p>\n

Examine long-run effects of high value-added attendance teachers by students; prior absenteeism & prior achievement<\/span>\u00a0<\/span><\/p>\n

Tests variability of multidimensional teacher effects based on several student characteristics.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

5 research questions on: variance, stability, similarity, effects<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

Key relevant findings\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
\n
    \n
  • Study found systematic variation in teacher effectiveness at reducing <\/span>unexcused absence.<\/span><\/b>\u00a0<\/span>\u00a0<\/span><\/li>\n
  • Teacher effectiveness on attendance only weakly correlates with their effects on achievement\u00a0<\/span>\u00a0<\/span><\/li>\n
  • High value added to attendance effective teachers have stronger impact on rates of finishing school than high value added to attainment teachers<\/span>\u00a0<\/span><\/li>\n
  • High value added to attendance teachers can motivate students to pursue higher academic goals.\u00a0<\/span>\u00a0<\/span><\/li>\n
  • Positive effects of high value added to attendance teachers particularly help low-achieving and low-attendance students.\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ul>\n

    \u00a0<\/span><\/p>\n

    Impact of low attendance<\/span><\/b> \u2013 less learning, drug & alcohol use and crime<\/span>\u00a0<\/span><\/p>\n

    Absenteeism among strongest predictors of long-term outcomes \u2013 school drop out rate<\/span>\u00a0<\/span><\/p>\n

    Black, Hispanic and low-income students are more susceptible to absence which aggravates the achievement gaps.\u00a0<\/span>\u00a0<\/span><\/p>\n

    \u00a0<\/span><\/p>\n

    Factors causing absence<\/span><\/b>\u00a0<\/span><\/p>\n

    Individual and family factors<\/span><\/b> \u2013 student illness, residential mobility<\/span>\u00a0<\/span><\/p>\n

    School factors which reduce absenteeism<\/span><\/b> \u2013 positive and safe school environment along with effective, supportive and engaging teachers.<\/span>\u00a0<\/span><\/p>\n

    \u00a0<\/span><\/p>\n

    Student miss 44% fewer Maths and 54% fewer English classes if have a high value added to attendance teacher.\u00a0<\/span>\u00a0<\/span><\/p>\n

    High value added to attendance teacher has stronger effects on a student\u2019s opportunity to graduate from school and meaningful effects on pursuit of higher academic goals. This is particularly strong for students with lower prior achievement, lower prior attendance and high predicted probability of dropping out.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

    \u00a0<\/span><\/p>\n

    Different ethnic groups have variable attendance patterns.\u00a0<\/span>\u00a0<\/span><\/p>\n

    Attendance varies by the timing of the class.\u00a0 \u2013 most common to skip first period and then last period.\u00a0<\/span>\u00a0<\/span><\/p>\n

    Different grades have variable attendance patterns.\u00a0<\/span>\u00a0<\/span><\/p>\n

    Absence varies less by class subject<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

Questions research raises<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
On average, American secondary students are absent three weeks per year. How does this compare to our average?\u00a0<\/span>\u00a0<\/span><\/p>\n

Are these particular groups of pupils who are more affected by absenteeism than others?\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

Follow up reading suggestions\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Jackson 2018\u00a0<\/span>\u00a0<\/span><\/p>\n

Gershenson 2016 \u2013 3 to 5 graders in North Carolina. Doesn\u2019t differentiate between excused and unexcused absence.\u00a0<\/span>\u00a0<\/span><\/p>\n

.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Forth Valley and West Lothian Regional Improvement Collaborative\u00a0 Attendance Focus: August -October 2022\u00a0 Research Summary\u00a0\u00a0 \u00a0 Research reference (with link)\u00a0 Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School\u00a0 Jing Liu, Susanna Loeb. Journal of Human Resources, Volume 56, Number 2, Spring 2021, pp. 343-379\u00a0 Research methodology \/ Data Collection methods\u00a0 …<\/p>\n","protected":false},"author":79351,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[5],"tags":[],"class_list":["post-5442","post","type-post","status-publish","format-standard","hentry","category-news"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5442","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/users\/79351"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/comments?post=5442"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5442\/revisions"}],"predecessor-version":[{"id":5443,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5442\/revisions\/5443"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/media?parent=5442"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/categories?post=5442"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/tags?post=5442"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}