Worker Absence and Productivity: Evidence from Teaching

Herrmann, Mariesa; Rockoff, Jonah E.

doi:10.2139/ssrn.1915370

Cited by 39 publications

(65 citation statements)

References 53 publications

(42 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These effects are arguably practically significant, as they are similar in magnitude to the effect of a one SD increase in teacher absences (Clotfelter, Ladd, and Vigdor 2009;Herrmann and Rockoff 2012) and constitute about one third of the effect of a one SD increase in teacher effectiveness (Hanushek and Rivkin 2010;Kane, Rockoff, and Staiger 2008).…”

mentioning

confidence: 90%

Are Student Absences Worth the Worry in U.S. Primary Schools?

Gershenson

Jacknowitz

Brannegan

2017

Education Finance and Policy

181

146

View full text Add to dashboard Cite

show abstract

mentioning

confidence: 90%

Are Student Absences Worth the Worry in U.S. Primary Schools?

Gershenson

Jacknowitz

Brannegan

2017

Education Finance and Policy

181

146

View full text Add to dashboard Cite

show abstract

“…9 The point estimates used in Figure 3 and standard errors from these regressions are provided in Appendix Table A2. 10 Recent estimates of the impact of a teacher absence on student achievement are roughly -0.002 standard deviations (see Miller et al (2008), Clotfelter et al (2009), Herrmann andRockoff (2009)). Even if student absences were ten times as detrimental, one additional absence could explain very little of the achievement decline in middle schools.…”

Section: Differences In Resources and Environment Across Grade Configmentioning

confidence: 99%

Stuck in the middle: Impacts of grade configuration in public schools

Rockoff¹,

Lockwood²

2010

Journal of Public Economics

Self Cite

101

View full text Add to dashboard Cite

We examine the implications of separating students of different grade levels across schools for the purposes of educational production. Specifically, we find that moving students from elementary to middle school in 6th or 7th grade causes significant drops in academic achievement. These effects are large (about 0.15 standard deviations), present for both math and English, and persist through grade 8, the last year for which we have achievement data. The effects are similar for boys and girls, but stronger for student s with low levels of initial achievement. We instrument for middle school attendance using the grade range of the school students attended in grade 3, and employ specifications that control for student fixed effects. This leaves only one potential source of bias-correlation between grade range of a student's grade 3 school and unobservable characteristics that cause decreases in achievement precisely when students are due to switch schools-which we view as highly unlikely. We find little evidence that placing public school students into middle schools during adolescence is cost-effective. AbstractWe examine the implications of separating students of different grade levels across schools for the purposes of educational production. Specifically, we find that moving students from elementary to middle school in 6 th or 7 th grade causes significant drops in academic achievement. These effects are large (about 0.15 standard deviations), present for both math and English, and persist through grade 8, the last year for which we have achievement data. The effects are similar for boys and girls, but stronger for students with low levels of initial achievement. We instrument for middle school attendance using the grade range of the school students attended in grade 3, and employ specifications that control for student fixed effects. This leaves only one potential source of bias-correlation between grade range of a student's grade 3 school and unobservable characteristics that cause decreases in achievement precisely when students are due to switch schools-which we view as highly unlikely. We find little evidence that placing public school students into middle schools during adolescence is cost-effective.

show abstract

“…Knowing the impact of instructional time on student achievement is critical to ensuring the efficient allocation of scarce resources and to conducting cost-benefit analyses of a variety of education policies regarding modifications to the school calendar, weather-related school closures, and student and teacher absences. Accordingly, recent research has employed a variety of quasi-experimental methods to examine the causal relationship between school days (or unexpected school closures, teacher absences, or student absences) and student achievement (Aucejo and Romano, 2013;Bellei, 2009;Clotfelter, Ladd, and Vigdor, 2009;Fitzpatrick et al, 2011;Goodman, 2014;Hansen, 2008;Herrmann and Rockoff, 2012;Leuven et al, 2010;Marcotte and Hemelt, 2008;Parinduri, 2014;Pischke, 2007;Sims, 2008). Generally, this literature finds that additional school days have a positive impact on student achievement.…”

Section: Introductionmentioning

confidence: 99%

What differences a day can make: Quantile regression estimates of the distribution of daily learning gains

Hayes

Gershenson

2016

Economics Letters

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I EIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. Recent research exploits a variety of natural experiments that create exogenous variation in annual school days to estimate the average effect of formal schooling on students' academic achievement. However, the extant literature's focus on average effects masks potentially important variation in the effect of formal schooling across the achievement distribution. We address this gap in the literature by estimating quantile regressions that exploit quasi-random variation in the number of school days between kindergarten students' fall and spring tests in the nationally representative Early Childhood Longitudinal Study -Kindergarten Cohort (ECLS-K). The marginal effect of a typical 250-day school-year on kindergarten students' math and reading gains varies significantly, and monotonically, across the achievement distribution. For example, the marginal effect on the 10 th percentile of the reading achievement distribution is 0.9 test score standard deviation (SD), while the marginal effect on the 90 th percentile is 2.1 test score SD. We find analogous results for math achievement.JEL Classification: I2

show abstract

Worker Absence and Productivity: Evidence from Teaching

Cited by 39 publications

References 53 publications

Are Student Absences Worth the Worry in U.S. Primary Schools?

Are Student Absences Worth the Worry in U.S. Primary Schools?

Stuck in the middle: Impacts of grade configuration in public schools

What differences a day can make: Quantile regression estimates of the distribution of daily learning gains

Contact Info

Product

Resources

About