Open AccessThe dynamics of chronic absence and student achievement
Author(s) -
Rebecca A. London,
Monika Sanchez,
Sebastian Castrechini
Publication year - 2016
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.727
H-Index - 46
ISSN - 1068-2341
DOI - 10.14507/epaa.24.2471
Subject(s) - truancy , attendance , absenteeism , psychology , intervention (counseling) , developmental psychology , academic achievement , mathematics education , social psychology , psychiatry , criminology , political science , law
Students with low attendance miss important learning and developmental opportunities and research has shown that they are at heightened risk of negative outcomes. Although there is an extensive body of research on truancy, chronic absenteeism is not generally measured or tracked in school data systems and is therefore not as well understood. This analysis uses linked, longitudinal administrative records to examine chronic absence across years for elementary and secondary school students. We investigate chronic absence patterns over time, ramifications of chronic absence on students’ educational outcomes, and effects of continued absence across school years. Results illustrate the cumulative nature of chronic absence and the negative role of persistent chronic absence on students’ educational outcomes. We discuss implications of these results for state policies and intervention procedures.