Chronic absence, eighth-grade achievement, and high school attainment in the Chicago Longitudinal Study

Abstract

Although not as commonly reported as average daily attendance, chronic absence data may be of significant importance for understanding student success. Using data from 1148 participants in the Chicago Longitudinal Study, we assessed the associations of chronic absence in the early middle grades, grades fourth through sixth, with eighth-grade achievement and three measures of high school attainment including four-year graduation by diploma, graduation by diploma by age 21, and any high school completion by age 21. The rate of chronic absenteeism, defined here as students missing approximately 14days of school or more in a year, was 15%. Using Ordinary Least Squares, probit regression, and inverse-probability-weighting regression-adjustment methods (IPWRA), results indicated that chronic absence in the early middle grades was negatively associated (d=-0.17) with eighth-grade math achievement and reduced the probability of four-year graduation by diploma by 18 percentage points, graduation by diploma by age 21 by 17 percentage points, and any high school completion by age 21 by 11 percentage points. IPWRA yielded similar estimates. Coefficients varied by subgroup with males and children of mothers who completed high school experiencing more detrimental effects. Associations of chronic absence with outcomes are important to understand because school interventions and practices which begin early can be effective in reducing the prevalence of absenteeism.

School absenteeism as a risk factor for self-harm and suicidal ideation in children and adolescents: a systematic review and meta-analysis

“…Absence from school represents social exclusion for the young person affected. It also increases the likelihood of poor educational attainment [ 22 , 23 ] and as such potentially further social exclusion in the future [ 24 ]. In adults, the aspect of individual socioeconomic position most consistently and strongly associated with self-harm is lower educational attainment [ 19 ].…”

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

“…Conversely, school attendance problems, including school absenteeism, have long been recognized as a critical developmental challenge and limiting factor for children and adolescents (Kearney, 2016). School attendance problems in various forms have been linked to a wide array of academic deficiencies such as reduced educational performance, lower reading and mathematics test scores, fewer literacy skills, grade retention, and school dropout (Bridgeland et al, 2006; Burton et al, 2014; Smerillo et al, 2018). School attendance problems are closely linked as well to internalizing behavior problems such as anxiety, depression (including issues of suicidal behavior and bereavement), and social isolation (Ek and Eriksson, 2013; Pompili et al, 2013; Miller et al, 2015; Finning et al, 2019; Knollmann et al, 2019) as well as externalizing behavior problems such as elevated alcohol, tobacco, marijuana, and other drug use (Henry and Huizinga, 2007; Holtes et al, 2015), risky sexual behaviors (Allison and Attisha, 2019), oppositional defiant and conduct problems (Wood et al, 2012), impaired social functioning and poor relationships with peers (Havik et al, 2015; Gonzalvez et al, 2019), and involvement with the juvenile justice system (Anderson et al, 2016).…”

Educación en tiempos de pandemia: Antecedentes y recomendaciones para la discusión en Chile

“…La literatura señala que el rezago escolar, el promedio bajo de notas (en particular reprobar matemática y lenguaje), el ausentismo crónico (bajo 80% de asistencia) y problemas de conducta son indicadores que permiten identificar a los estudiantes con mayor riesgo de desertar (Gleason y Dynarski 2002;Espinoza et al 2014;Franklin y Trouard 2014;U.S. Department of Education 2016;Smerillo et al 2018;Neild y Balfanz 2006;Balfanz, Herzog y Mac Ive 2007).…”