Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School.
On average, secondary school students in the United States are absent from school three weeks per year. For this study, we are able to link middle and high school teachers to the class-attendance of students in their classrooms and create measures of teachers' contributions to student class-attendan...
| Publicado en: | Journal of Human Resources Vol. 56; no. 2; pp. 343 - 380 |
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| Autores principales: | , |
| Formato: | Artículo |
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University of Wisconsin Press
Spring2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149763586&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149763586 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0022166X JHR jtl: Journal of Human Resources issn: 0022166X maglogo: N pubinfo: dt: Spring2021 vid: 56 iid: 2 pid: 249 pub: University of Wisconsin Press artinfo: ui: 149763586 10.3368/jhr.56.2.1216-8430r3 ppf: 343 ppct: 37 formats: tig: atl: Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School. aug: au: Liu, Jing Loeb, Susanna su: United States High school teachers School attendance Teachers Secondary school students Middle school teachers Teacher effectiveness sug: subj: High school teachers School attendance Teachers United States Secondary school students Middle school teachers Teacher effectiveness keyword: I21 J44 J45 I21 J44 J45 ab: On average, secondary school students in the United States are absent from school three weeks per year. For this study, we are able to link middle and high school teachers to the class-attendance of students in their classrooms and create measures of teachers' contributions to student class-attendance. We find systematic variation in teacher effectiveness at reducing unexcused class absences. These differences across teachers are as stable as those for student achievement, but teacher effectiveness on attendance only weakly correlates with their effects on achievement. A high value-added to attendance teacher has a stronger impact on students' likelihood of finishing high school than does a high value-added to achievement teacher. Moreover, high value-added to attendance teachers can motivate students to pursue higher academic goals. These positive effects are particularly salient for low-achieving and low-attendance students. [End Page 343] pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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