Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School. CEPA Working Paper No. 17-01

Autor/inn/en	Liu, Jing; Loeb, Susanna
Institution	Center for Education Policy Analysis (CEPA) at Stanford University
Titel	Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School. CEPA Working Paper No. 17-01
Quelle	(2017), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Teachers; Teacher Effectiveness; Attendance Patterns; Secondary School Students; Teacher Student Relationship; Academic Achievement; Correlation; Value Added Models; Outcomes of Education; Predictor Variables; Quasiexperimental Design; Regression (Statistics); Longitudinal Studies; Statistical Analysis; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Korrelation; Lernleistung; Schulerfolg; Prädiktor; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse
Abstract	Both anecdotal and systematic evidence points to the importance of teachers for students' long-run success. Previous research on effective teachers has focused almost exclusively on student test score gains in math and reading. For this study we are able to link middle and high school teachers to the class-attendance of students in their classrooms, and to create measures of teachers' contributions to student attendance. Student absence is a growing concern for policy makers. On average, secondary students in the United States are absent from school three weeks per year (Snyder & Dillow, 2013), and even when they are in school, they miss many classes. We find systematic variation in teacher effectiveness at reducing class absences. These differences across teachers are as stable as those for student achievement. While positively correlated with teachers' value-added to achievement, teachers' value-added to attendance is clearly different and contributes independently and approximately equally to long run student outcomes including high school graduation. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01