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Cited by 8 publications
(5 citation statements)
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“…And even though we estimated how robust are findings were to omitted variables and found that our findings would not be altered by factors such as teacher characteristics, there were some aspects of classrooms that were missing from the ECLS‐K, such as classroom quality, that we could not consider. With that said, work by Ansari and Gottfried (2020), suggests that the links between classroom quality and student absenteeism is generally small (ES = .05) and so are the links between classroom quality and student learning (ES = .05; Keys et al, 2013); therefore, even if such data were available, they are unlikely to reach the thresholds necessary to negate our findings. But even though absenteeism itself cannot be ethically randomized, future studies may consider the use of interventions that reduce absenteeism and then assess whether the effects on students’ outcomes match what is predicted by correlational findings, such as those reported in the present investigation (e.g., Cook, Dodge, Gifford, & Schulting, 2017).…”
Section: Discussionmentioning
confidence: 71%
“…And even though we estimated how robust are findings were to omitted variables and found that our findings would not be altered by factors such as teacher characteristics, there were some aspects of classrooms that were missing from the ECLS‐K, such as classroom quality, that we could not consider. With that said, work by Ansari and Gottfried (2020), suggests that the links between classroom quality and student absenteeism is generally small (ES = .05) and so are the links between classroom quality and student learning (ES = .05; Keys et al, 2013); therefore, even if such data were available, they are unlikely to reach the thresholds necessary to negate our findings. But even though absenteeism itself cannot be ethically randomized, future studies may consider the use of interventions that reduce absenteeism and then assess whether the effects on students’ outcomes match what is predicted by correlational findings, such as those reported in the present investigation (e.g., Cook, Dodge, Gifford, & Schulting, 2017).…”
Section: Discussionmentioning
confidence: 71%
“…Alternatively, these families may have a greater need for out of home care and thus, limit the number of times their child is absent. Family poverty is a related factor that has been documented as a consistent predictor of absenteeism, in part due to the reasons discussed above, but also because it is associated with poor neighborhood conditions and community violence, which make it more difficult for families to get to school (Chen et al, 2000;Allensworth and Easton, 2007;Gottfried, 2010;Ansari and Gottfried, 2020).…”
Section: Family Stress and Routinesmentioning
confidence: 99%
“…Conventional structures and systems within the public sector are not designed to address the tasks of conceptualizing, mapping, and responding to wicked problems (Newman & Head, 2017), thus leading to temporary and imperfect resolutions when addressing these issues. Therefore, it remains to be seen if chronic absenteeism, and an overall sustainable model of school attendance, can benefit every student in K-12 education (Ansari & Gottfried, 2020).…”
Section: Chronic Absenteeism As a Wicked Problemmentioning
confidence: 99%