The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
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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Citations
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Cited by
Sorted by citations
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).”
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A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic
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“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…”
Background
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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