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Assessing the effect of school days and absences on test score performance
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“Available research on summer learning deficits 17,25 , student absenteeism 26,27 and extreme weather events 28 suggests that learning progress in mathematics is more dependent on formal instruction than in reading.”
From A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic (2023) · cites this paper as [26]
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“and Aucejo and Romano (2016) and Gershenson, Jacknowitz, and Brannegan (2017) show that individual absences have significantly worse effects on the outcomes of low-income students.”
From Educational Inequality* (2022) · cites this paper as Aucejo and Romano (2016)
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“They arrive at similar conclusions, suggesting that individual absences have more adverse effects than do shocks affecting an entire class.”
From Educational Inequality* (2022) · cites this paper as Aucejo and Romano (2016)
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Teachers, Schools, and Academic Achievement
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Cited by
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Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020) · Educational Researcher · doi:10.3102/0013189x20965918 · Cited by 997
“However, two studies have indicated that low-income students suffer more from school absences than their wealthier peers (Aucejo & Romano, 2016; Gershenson et al., 2017).”
BackgroundInfluentialPhysical activity, exercise, and chronic diseases: A brief review
Anderson, E., & Durstine, J. L. (2019) · Sports Medicine and Health Science · doi:10.1016/j.smhs.2019.08.006 · Cited by 1,162
A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic
Betthäuser, B. A., Bach-Mortensen, A. M., & Engzell, P. (2023) · Nature Human Behaviour · doi:10.1038/s41562-022-01506-4 · Cited by 568
Tomasik, M. J., Helbling, L. A., & Moser, U. (2021) · International Journal of Psychology · doi:10.1002/ijop.12728 · Cited by 378
“While Aucejo and Romano (2016), Gershenson et al. (2017) and Liu et al. (2020) consistently report effect sizes of .”
BackgroundSuffering in silence: How COVID-19 school closures inhibit the reporting of child maltreatment
Baron, E. J., Goldstein, E. G., & Wallace, C. T. (2020) · Journal of Public Economics · doi:10.1016/j.jpubeco.2020.104258 · Cited by 328
“Previous studies have shown that summer learning loss (Atteberry and McEachin, 2020), weather-related school closures (Goodman, 2014), teacher strikes (Belot andWebbink, 2010; Juame andWillén, 2019), and absenteeism (Aucejo and Romano, 2016; Gershenson et al., 2017) can significantly reduce student test scores and fut…”
BackgroundFernández-Gutiérrez, M., Gimenez, G., & Calero, J. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103969 · Cited by 225
Are Student Absences Worth the Worry in U.S. Primary Schools?
Gershenson, S., Jacknowitz, A., & Brannegan, A. (2017) · Education Finance and Policy · doi:10.1162/edfp_a_00207 · Cited by 218
Linking Teacher Quality, Student Attendance, and Student Achievement
Gershenson, S. (2016) · Education Finance and Policy · doi:10.1162/edfp_a_00180 · Cited by 215
The short- and long-run impacts of secondary school absences
Liu, J., Lee, M., & Gershenson, S. (2021) · Journal of Public Economics · doi:10.1016/j.jpubeco.2021.104441 · Cited by 143
Do Suspensions Affect Student Outcomes?
Lacoe, J. R., & Steinberg, M. P. (2018) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373718794897 · Cited by 155
John, A. M., Friedmann, Y., DelPozo‐Baños, M., Frizzati, A., Ford, T. J., & Thapar, A. (2021) · The Lancet Psychiatry · doi:10.1016/s2215-0366(21)00367-9 · Cited by 138
School Absenteeism and Academic Achievement: Does the Reason for Absence Matter?
Klein, M., Sosu, E., & Dare, S. (2022) · AERA Open · doi:10.1177/23328584211071115 · Cited by 153
“…findings align with previous research in the U.S. context showing that children’s overall school absences during a school year are negatively associated with academic achievement (e.g., Aucejo & Romano, 2016; Gottfried, 2010, 2011; Gottfried & Kirksey, 2017; Kirksey, 2019; Morrissey et al., 2014).”
BackgroundResultThe Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19
Santibáñez, L., & Guarino, C. M. (2021) · Educational Researcher · doi:10.3102/0013189x21994488 · Cited by 137
“Using data from elementary students in North Carolina, Aucejo and Romano (2016) find that being absent for 10 days from school would reduce test scores by about 0.03 SD in ELA and 0.06 SD in mathematics.”
MethodInfluentialA new program to prevent primary school absenteeism: results of a pilot study in five schools
Cook, P. J., Dodge, K. A., Gifford, E. J., & Schulting, A. B. (2017) · Children and Youth Services Review · doi:10.1016/j.childyouth.2017.09.017 · Cited by 87
“…grades, lower test scores, grade retention, school disengagement, delinquency, substance abuse, expulsion, and, ultimately, high school dropout (Aucejo & Romano, 2016; Gershenson, Jacknowitz, & Brannegan, 2017; Kearney, 2008).1 Throughout the school career, chronic absenteeism tends to be…”
Increased instruction hours and the widening gap in student performance
Huebener, M., Kuger, S., & Marcus, J. (2017) · Labour Economics · doi:10.1016/j.labeco.2017.04.007 · Cited by 105
The Impact of COVID-19 on a Fragile Education System: The Case of South Africa
Soudien, C., Reddy, V., & Harvey, J. (2021) · Springer eBooks · doi:10.1007/978-3-030-81500-4_12 · Cited by 81
Sahlgren, G. H. (2017) · Economics of Education Review · doi:10.1016/j.econedurev.2017.10.005 · Cited by 80
“Similar stories apply to time spent in school, instructional time, and time spent doing homework (Aucejo & Romano, 2014; Csikszentmihalyi & Hunter, 2003; Falch & Rønning, 2012; Gustafsson, 2013; Kuehn & Landeras, 2012; Lavy, 2015; Rivkin & Schiman, 2015; Warton, 2001).”
BackgroundEhrlich, S. B., Gwynne, J. A., & Allensworth, E. M. (2018) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.02.012 · Cited by 86
Kearney, C. A., Dupont, R., Fensken, M., & Gonzálvez, C. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1253595 · Cited by 71
“Student absenteeism also negatively affects standardized test scores, particularly for core classes (e.g., English, math), later grades, and spring semester timelines, and does so across ages and demographic groups (Aucejo and Romano, 2016; Gershenson et al., 2017; Santibañez and Guarino, 2021).”
BackgroundZviedrite, N., Hodis, J. D., Jahan, F., Gao, H., & Uzicanin, A. (2021) · PLoS ONE · doi:10.1371/journal.pone.0248925 · Cited by 71
Molnár, G., & Hermann, Z. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101706 · Cited by 73
BURGESS, S. M., Rawal, S., & Taylor, E. S. (2020) · Journal of Labor Economics · doi:10.1086/712997 · Cited by 64
“Last, our average effect of 0.073 j is similar to the gain from adding 2 – 4 weeks of additional class time to the school year (Sims 2008; Fitzpatrick, Grissmer, and Hastedt 2011; Aucejo and Romano 2016), but the extra weeks would presumably require a 5% – 10% increase in labor costs.”
ResultInfluentialAssociations between school absence and academic achievement: Do socioeconomics matter?
Hancock, K., Lawrence, D. M., Shepherd, C., Mitrou, F., & Zubrick, S. R. (2017) · British Educational Research Journal · doi:10.1002/berj.3267 · Cited by 62
Kearney, C. A. (2021) · Child & Youth Care Forum · doi:10.1007/s10566-020-09591-0 · Cited by 51
The Long-Term Effects of Student Absence: Evidence from Sweden
Cattan, S., Kamhöfer, D. A., Karlsson, M., & Nilsson, T. (2023) · The Economic Journal · doi:10.1093/ej/ueac078 · Cited by 44
Principal Quality and Student Attendance
Bartanen, B. (2020) · Educational Researcher · doi:10.3102/0013189x19898702 · Cited by 74
Figlio, D., Holden, K. L., & Özek, U. (2018) · Economics of Education Review · doi:10.1016/j.econedurev.2018.06.003 · Cited by 49
“Aucejo and Romano (2016) examine a policy in North Carolina that provides variation in the number of days prior to testing, and”
BackgroundHeyne, D. A., Gentle-Genitty, C. S., Gren‐Landell, M., Melvin, G. A., Chu, B. C., Gallé-Tessonneau, M., Askeland, K. G., Gonzálvez, C., Havik, T., Ingul, J. M., et al. (2019) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-019-01380-y · Cited by 59
Blanden, J., Doepke, M., & Stuhler, J. (2022) · National Bureau of Economic Research · doi:10.3386/w29979 · Cited by 72
Hancock, K., Gottfried, M. A., & Zubrick, S. R. (2018) · British Educational Research Journal · doi:10.1002/berj.3322 · Cited by 62
Balu, R., & Ehrlich, S. B. (2018) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2018.1438898 · Cited by 36
“…these are the students who stand to gain the most from being in school regularly, given evidence that the impact of high absenteeism is more detrimental to achievement for highrisk students (Aucejo & Romano, 2016; Ehrlich et al., 2014; Gershenson, Jacknowitz, & Brannegan, 2015; Ready, 2010).”
BackgroundExperimental Estimates of the Student Attendance Production Function
Tran, L., & Gershenson, S. (2018) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373720984463 · Cited by 45
“First, arguably, causal evidence suggests that student absences harm achievement (Aucejo & Romano, 2016; Gershenson et al., 2017; Goodman, 2014; Gottfried, 2009, 2010, 2011; Liu et al., 2019).”
BackgroundPolice shootings, civic unrest and student achievement: evidence from Ferguson
Gershenson, S., & Hayes, M. S. (2017) · Journal of Economic Geography · doi:10.1093/jeg/lbx014 · Cited by 36
Blanden, J., Doepke, M., & Stuhler, J. L. (2023) · Handbook of the economics of education · doi:10.1016/bs.hesedu.2022.11.003 · Cited by 52
Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration
Kraft, M. A., & Novicoff, S. (2024) · American Educational Research Journal · doi:10.3102/00028312241251857 · Cited by 48
“There exists evidence of equity Time in School enchaining effects of additional time (Aucejo & Romano, 2016; Cannon et al., 2011; Cattaneo et al., 2017; Cortes et al., 2015; Hincapie, 2016; Marcotte & Hemelt, 2008; Wu, 2020), evidence that it benefits more advantaged students (Aguero & Beleche,…”
Klein, M., & Sosu, E. (2023) · Sociology of Education · doi:10.1177/00380407231191541 · Cited by 47
“Extensive prior work shows the detrimental effect of school absences on pupils’ academic achievement (e.g., Aucejo and Romano 2016; Gershenson et al. 2017; Gottfried 2010, 2011; Gottfried and Kirksey 2017; Kirksey 2019; Klein et al. 2022).”
BackgroundMethodResultInfluentialCurriculum and Learning Time in International School Achievement Studies
Kuger, S. (2016) · Methodology of educational measurement and assessment · doi:10.1007/978-3-319-45357-6_16 · Cited by 32
Dräger, J., Klein, M., & Sosu, E. (2024) · British Educational Research Journal · doi:10.1002/berj.3992 · Cited by 48
“There is compelling evidence from the US that school absences are detrimental to students’ academic achievement (e.g. Aucejo & Romano, 2016; Gottfried, 2010, 2011; Gottfried & Kirksey, 2017; Kirksey, 2019; Morrissey et al., 2014).”
BackgroundEffects of Four-Day School Weeks on Student Achievement: Evidence from Oregon
Thompson, P. N. (2019) · Journal of Public Economics · doi:10.1016/j.jpubeco.2020.104308 · Cited by 39
Instruction time and student achievement: The moderating role of teacher qualifications
Wedel, K. (2021) · Economics of Education Review · doi:10.1016/j.econedurev.2021.102183 · Cited by 47
Heyne, D. A. (2022) · Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie · doi:10.1024/1422-4917/a000881 · Cited by 35
“Absence from school because of SR poses risks to the young person’s development, including delays in academ ic achievement (Aucejo & Romano, 2016; Carroll, 2010, 2020; Gershenson et al., 2017) and early school dropout (Rumberger, 1995; Schoeneberger, 2012).”
BackgroundHull, M., & Duch, K. (2019) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373718799969 · Cited by 28
Testing the Water: Drinking Water Quality, Public Notification, and Child Outcomes
Marcus, M. (2020) · The Review of Economics and Statistics · doi:10.1162/rest_a_01006 · Cited by 28
Ansong, D., Koomson, I., Okumu, M., Alhassan, M., Makubuya, T., & Abreh, M. K. (2022) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2022.101232 · Cited by 26
How do students react to longer instruction time? Evidence from Italy†
Meroni, E. C., & Abbiati, G. (2016) · Education Economics · doi:10.1080/09645292.2015.1122742 · Cited by 26
“New evidence from North Carolina and Massachusetts administrative data confirms the relationship between days spent at school and achievement (Aucejo and Romano 2014; Goodman 2014).”
BackgroundAnother One Rides the Bus: The Impact of School Transportation on Student Outcomes in Michigan
Edwards, D. S. (2022) · Education Finance and Policy · doi:10.1162/edfp_a_00382 · Cited by 38
Impacts of urban landscapes on students’ academic performance
Lin, M., & Stan, J. T. V. (2020) · Landscape and Urban Planning · doi:10.1016/j.landurbplan.2020.103840 · Cited by 25
What do we know about no‐show behavior? A systematic, interdisciplinary literature review
Amberger, C., & Schreyer, D. (2022) · Journal of Economic Surveys · doi:10.1111/joes.12534 · Cited by 23
Leng, T., Hill, E. M., Thompson, R. N., Tildesley, M. J., Keeling, M. J., & Dyson, L. (2022) · PLoS Computational Biology · doi:10.1371/journal.pcbi.1010158 · Cited by 22
The Signaling Power of Unexcused Absence from School
Pyne, J., Grodsky, E., Vaade, E. S., McCready, B., Camburn, E. M., & Bradley, D. (2021) · Educational Policy · doi:10.1177/08959048211049428 · Cited by 29
“Even so, our estimates compare remarkably well to those from quasi-experimental studies making causal claims about the effect of school attendance on students’ academic achievement (e.g., Aucejo & Romano, 2016; Carlsson et al., 2015).”
ResultIncentivizing School Attendance in the Presence of Parent-Child Information Frictions
de Walque, D., & Valente, C. (2018) · Social Science Research Network · doi:10.1596/1813-9450-8476 · Cited by 26
“19 For previous experimental literature studying how to optimize the design of conditional transfers see: Baird et al. (2011), Benhassine et al. (2015) and Akresh et al.”
BackgroundHa, W., Ma, L., Cao, Y., Feng, Q., & Bu, S. (2023) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2023.102952 · Cited by 29
Prevalence and correlates of truancy among school-going adolescents in three West African countries
Onyeaka, H., Kugbey, N., Ayanore, M. A., & Asante, K. O. (2020) · Journal of Human Behavior in the Social Environment · doi:10.1080/10911359.2020.1774459 · Cited by 20
CAN SCHOOL SPORTS REDUCE RACIAL GAPS IN TRUANCY AND ACHIEVEMENT?
Cuffe, H. E., Waddell, G. R., & Bignell, W. (2017) · Economic Inquiry · doi:10.1111/ecin.12452 · Cited by 20
School absences, academic achievement, and adolescents’ post-school destinations
Klein, M., & Sosu, E. (2024) · Oxford Review of Education · doi:10.1080/03054985.2024.2308520 · Cited by 28
“Consequently, higher absenteeism rates are associated with poorer academic achievement (e.g. Aucejo & Romano, 2016; Gershenson et al., 2017; Gottfried, 2010), high school dropout (e.g. Alexander et al., 1997; Balfanz et al., 2007) and lower educational attainment later in life (Ansari et al., 2020;…”
Hwang, N., & Domina, T. (2020) · Education Finance and Policy · doi:10.1162/edfp_a_00308 · Cited by 17
Baiden, P., Boateng, G. O., Dako‐Gyeke, M., Acolatse, C. K., & Peters, K. E. (2019) · African Geographical Review · doi:10.1080/19376812.2019.1627667 · Cited by 17
“…extant literature suggests that school absenteeism is a major predictor of school dropout (Freeman & Simonsen, 2015; Van Eck, Johnson, Bettencourt, & Johnson, 2017), poor academic performance (Aucejo & Romano, 2016), and decreased probability of graduation (Smerillo, Reynolds, Temple, & Ou, 2018).”
BackgroundCoughenour, C., Kleven, B. C., Gakh, M., Stephen, H., Chien, L.-C., Labus, B., & Whaley, R. (2021) · Public Health Nutrition · doi:10.1017/s136898002100063x · Cited by 17
“short- and long-term negative outcomes in youth, including conduct disorders, mental health issues(11), poor school performance and test scores(12,13) and school dropout(14).”
BackgroundBellows, L. (2021) · AERA Open · doi:10.1177/23328584211039467 · Cited by 19
“Although I detect no impact of 287(g) programs on achievement, overall, most evidence suggests that absences decrease student achievement (Gottfried, 2011; Aucejo and Romano, 2016; Goodman, 2014; Gershenson et al., 2017; Liu et al., 2019).”
BackgroundParental Involvement in the Academic Performance of Students in Ghana: Socio-Economic Status
Kwarteng, P., Asiamah, F., Twumasi, A. O., Nkansah, J. O., Issaka, J., & Afetorgbor, S. K. (2022) · Open Journal of Educational Research · doi:10.31586/ojer.2022.305 · Cited by 17
“This assertion has been supported by the study by Good and Brophy which stressed that educated parents usually show interest in their children’s academic performance and choice of career while in school [25].”
Heterogeneity in the educational impacts of natural disasters: Evidence from Hurricane Florence
Morrill, M. S., & Westall, J. (2023) · Economics of Education Review · doi:10.1016/j.econedurev.2023.102373 · Cited by 16
Bucheli, J. R., Rubalcaba, J. A.-A., & Vargas, E. D. (2021) · AERA Open · doi:10.1177/23328584211056349 · Cited by 17
“Empirical work on absenteeism has shown that even one absence is enough to decrease students’ math and language scores within an academic year (Aucejo & Romano, 2016; Goodman, 2014; Gottfried, 2014).”
BackgroundBetter Together? Social Networks in Truancy and the Targeting of Treatment
Bennett, M., & Bergman, P. (2020) · Journal of Labor Economics · doi:10.1086/708672 · Cited by 15
School Closures During the 1918 Flu Pandemic
Ager, P., Eriksson, K., Karger, E., Nencka, P., & Thomasson, M. A. (2020) · The Review of Economics and Statistics · doi:10.1162/rest_a_01170 · Cited by 31
“Numerous studies find that unplanned school closures and ab-senteeism negatively impact student achievement (Marcotte, 2007; Marcotte & Hemelt, 2008; Goodman, 2014; Aucejo & Romano, 2016; Gershenson et al., 2017; Jaume & Willén, 2019).”
How Measurement and Modeling of Attendance Matter to Assessing Dimensions of Inequality
Dougherty, S. M. (2018) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2018.1438203 · Cited by 14
It’s time to learn: School institutions and returns to instruction time
Fernández, A. B., & Bovini, G. (2020) · Economics of Education Review · doi:10.1016/j.econedurev.2020.102068 · Cited by 13
Randomized design evidence of the attendance benefits of the EPA School Bus Rebate Program
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The relative effect of pupil absenteeism on literacy and numeracy in the primary school
Carroll, H. C. M. (2020) · Educational Studies · doi:10.1080/03055698.2020.1793302 · Cited by 13
“Aucejo and Romano (2016) examined the effects on 3 rd to 5 th grade students’ reading and mathematics attainments of unexcused absence between the beginning of the school year and the day of annual testing.”
BackgroundMethodResultInfluentialClass attendance and learning outcome
Kwak, D. W., Sherwood, C., & Tang, K. K. (2018) · Empirical Economics · doi:10.1007/s00181-018-1434-7 · Cited by 13
Huang, H., Tang, X., Zhang, Y., Sun, Y., Zhang, X., & Salmela‐Aro, K. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102343 · Cited by 15
Dräger, J., Klein, M., & Sosu, E. (2024) · PLoS ONE · doi:10.1371/journal.pone.0306716 · Cited by 28
Aucejo, E. M., Romano, T., & Taylor, E. S. (2020) · The Review of Economics and Statistics · doi:10.1162/rest_a_00962 · Cited by 12
Self-citationKeppens, G. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2022.07.003 · Cited by 14
Teachers’ use of class time and student achievement
BURGESS, S. M., Rawal, S., & Taylor, E. S. (2023) · Economics of Education Review · doi:10.1016/j.econedurev.2023.102405 · Cited by 21
Student-Level Attendance Patterns Across Three Post-Pandemic Years
Swiderski, T., Fuller, S. C., & Bastian, K. C. (2025) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737251315715 · Cited by 16
“Absenteeism is associated with declines in achievement and educational attainment (Aucejo & Romano, 2016; Gershenson et al., 2017; Gottfried, 2011; Liu et al., 2021), suggesting that increased absenteeism may be slowing post-pandemic academic recovery (National Center for Education Statistics,…”
Adding Insult to Injury: Arrests Reduce Attendance through Institutional Mechanisms
Mark, N. D. E., Geller, A., & Engberg, J. (2022) · Sociology of Education · doi:10.1177/00380407221099649 · Cited by 11
“This research also finds these effects are approximately additive with each day missed and are at least equal in magnitude, if not larger, among more disadvantaged students compared to their more advantaged peers (Aucejo and Romano 2016; Gershenson et al. 2017; Gershenson, McBean, and Tran 2018).”
BackgroundEffects of school displacement on academic achievement and wellbeing of ethnic minorities
Damm, A. P., Mattana, E., & Nielsen, H. S. (2022) · Labour Economics · doi:10.1016/j.labeco.2022.102266 · Cited by 11
School Refusal in Adolescence: Personality Traits and Their Influence on Treatment Outcome
de Groot, C. M. C. E., Heyne, D. A., & Boon, A. E. (2023) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266231151903 · Cited by 11
“…treatment concluded, factors other than personality traits came to have a strong influence on school attendance, such as poor academic achievement (Aucejo & Romano, 2016; Gershenson et al., 2017; Gottfried, 2014), problematic family functioning (Heyne & Sauter, 2013), and peer relationships…”
Risk factors for school-based presenteeism in children: a systematic review
Woodland, L., Brooks, S. K., Webster, R., Amlôt, R., & Rubin, G. J. (2023) · BMC Psychology · doi:10.1186/s40359-023-01207-1 · Cited by 10
Educational InequalityPreprint
Blanden, J., Doepke, M., & Stuhler, J. L. (2022) · SSRN Electronic Journal · doi:10.2139/ssrn.4114801 · Cited by 15
Violence and Human Capital Investments
Koppensteiner, M. F., & Menezes, L. (2019) · Journal of Labor Economics · doi:10.1086/711001 · Cited by 9
“Aucejo and Romano (2016) found that a reduction in absences at school leads to an increase in both math and reading test scores.”
BackgroundLee, W. F., McNeely, C. A., Rosenbaum, J. E., Alemu, B., & Renner, L. M. (2020) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2020.1760976 · Cited by 11
Adeniran, A. P., Okoye, D., Yedomiffi, M. P., & Wantchekon, L. (2022) · doi:10.35489/bsg-risewp_2022/120 · Cited by 9
The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School
Pyne, J., Messner, E., & Dee, T. S. (2021) · Education Finance and Policy · doi:10.1162/edfp_a_00368 · Cited by 11
Student absenteeism and the role of police encounters
Geller, A., & Mark, N. D. E. (2022) · Criminology & Public Policy · doi:10.1111/1745-9133.12600 · Cited by 8
Incentivizing School Attendance in the Presence of Parent-Child Information Frictions
de Walque, D., & Valente, C. (2023) · American Economic Journal Economic Policy · doi:10.1257/pol.20210202 · Cited by 8
Academic achievement and wellbeing of dual language learners: Evidence from a busing program
Damm, A. P., Mattana, E., Nielsen, H. S., & Rouland, B. (2021) · Journal of Urban Economics · doi:10.1016/j.jue.2021.103358 · Cited by 9
Hayes, M. S., & Gershenson, S. (2016) · Economics Letters · doi:10.1016/j.econlet.2016.01.023 · Cited by 8
“…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…”
BackgroundAndrietti, V. (2016) · SSRN Electronic Journal · doi:10.2139/ssrn.2774520 · Cited by 8
Increased Instruction Hours and the Widening Gap in Student Performance
Huebener, M., Kuger, S., & Marcus, J. (2016) · SSRN Electronic Journal · doi:10.2139/ssrn.2753493 · Cited by 32
“…unscheduled school closures (e.g. Marcotte, 2007; Goodman, 2014), quasi-random assignments of school start dates or assessment dates (e.g. Sims, 2008; Fitzpatrick et al., 2011; Carlsson et al., 2015), as well as student and teacher absences (e.g. Herrmann & Rockoff, 2012; Aucejo & Romano, 2014).”
BackgroundRepo, J., Reimer, D., & Kilpi‐Jakonen, E. (2025) · Large-scale Assessments in Education · doi:10.1186/s40536-025-00251-0 · Cited by 10
“School attendance has been directly linked to higher levels of reading and math performance (Aucejo & Romano, 2016; Gottfried, 2010; Smerillo et al., 2018).”
Wright, T. S., Bruner, L., Cummings, A., & Strunk, K. O. (2023) · Reading Research Quarterly · doi:10.1002/rrq.523 · Cited by 16
Inoue, A., & Tanaka, R. (2024) · Economics of Education Review · doi:10.1016/j.econedurev.2024.102545 · Cited by 9
Does the provision of universal free school meals improve school attendance?
Borbély, D., Gehrsitz, M., McIntyre, S., & Rossi, G. (2024) · Economics of Education Review · doi:10.1016/j.econedurev.2024.102597 · Cited by 13
School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?
Carmichael, F., Darko, C. K., Kanji, S., & Vasilakos, N. V. (2022) · British Educational Research Journal · doi:10.1002/berj.3787 · Cited by 7
Sideridis, G. D., Tsaousis, I., & Al-Harbi, K. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.624221 · Cited by 6
Does the impact of pupil absences on achievement depend on their timing?
Dräger, J., Klein, M., & Sosu, E. (2025) · American Educational Research Journal · doi:10.3102/00028312251347666 · Cited by 7
“Several empirical studies have found that unauthorized absences are more detrimental to academic achievement than authorized absences (Aucejo & Romano, 2016; Gottfried, 2009; Hancock et al., 2013).”
InfluentialWeekend feeding (“BackPack”) programs and student outcomes
Kurtz, M. D., Conway, K. S., & Mohr, R. D. (2020) · Economics of Education Review · doi:10.1016/j.econedurev.2020.102040 · Cited by 6
The short- and long-term effects of student absence: evidence from Sweden
Cattan, S., Kamhöfer, D. A., Karlsson, M., & Nilsson, T. (2021) · doi:10.1920/wp.ifs.2021.621 · Cited by 6
Teachers’ Use of Class Time and Student Achievement
BURGESS, S. M., Rawal, S., & Taylor, E. (2022) · National Bureau of Economic Research · doi:10.3386/w30686 · Cited by 9
Metadata
- Authors
- Aucejo, E. M., & Romano, T. F.
- Affiliations
- Arizona State University (US)
- Goucher College (US)
- Corresponding author
- Romano, Teresa Foy
- Venue
- Economics of Education Review
- Publisher
- Elsevier BV
- Published
- 2016-12
- Volume
- 55
- Pages
- 70-87
- ISSN
- 0272-7757 (ISSN-L)
- OpenAlex
- W2117413632
- Semantic Scholar
- 0d5f59a9e033f4263b59a6bd62a1af7517103c85
- Cited by
- 222
- References
- 35
- Citations by year
- 2026: 18 · 2025: 22 · 2024: 25 · 2023: 32 · 2022: 34 · 2021: 28 · 2020: 23 · 2019: 8 · 2018: 11 · 2017: 10 · 2016: 8
- FWCI
- 54.74
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Economics of Education Review (publishedVersion)
- London School of Economics and Political Science Research Online (London School of Economics and Political Science) (acceptedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Economic and Social Research Council (ES/M010341/1)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- school absenteeism, instructional time, standardized testing, student disengagement, achievement gap, North Carolina public schools
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