The DOI matches its Crossref record; 49 of the 58 references it cites were found in a registry or an index; none of the 24 sources its claims cite is checked for support yet.
The short- and long-run impacts of secondary school absences
Open accessAbstract
Abstract We provide novel evidence on the causal impacts of student absences in middle and high school on state test scores, course grades, and educational attainment using a rich administrative dataset that tracks the date and class period of each absence. We use two similar but distinct identification strategies that address potential endogeneity due to time-varying student-level shocks by exploiting within-student, between-subject variation in class-specific absences. We also leverage information on the timing of absences to show that absences that occur after the annual window for state standardized testing do not affect test scores, providing a further check of our identification strategy. Both approaches yield similar results. We find that absences in middle and high school harm contemporaneous student achievement and longer-term educational attainment: On average, missing 10 classes reduces math or English Language Arts test scores by 3–4% of a standard deviation and course grades by 17–18% of a standard deviation. 10 total absences across all subjects in 9th grade reduce both the probability of on-time graduation and ever enrolling in college by 2%. Learning loss due to school absences can have profound economic and social consequences.
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68 Own result · 32 Own interpretation · 19 Not checked yet · 13 No basis given · 11 Own method
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“The effects of absences are approximately linear and similar in magnitude across student and school subgroups.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 1 Introduction
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In the paper
“We find that absences in the spring semester are far more detrimental than those in the fall semester.”
- Also stated in: § 1 Introduction · hedged
“In contrast, absences in the fall semester appear to matter very little, if at all.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 1 Introduction
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- Also stated in: § 1 Introduction · hedged
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In the paper
“Our results show that on average, missing 10 math classes in the spring semester reduces math scores on state standardized tests by 7% of a standard deviation”
§ The Short-and Long-Run Impacts of Secondary School Absences > 1 Introduction
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In the paper
“Similarly, having 10 absences in the spring semester reduces course grades by 19% of a standard deviation.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 1 Introduction
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In the paper
“Second, these between-subject differences are relatively stable over time.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.3 Identifying Assumptions
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In the paper
“Both the white-black and white-Hispanic attendance gaps increase significantly over the course of the school year, with the white-black gap more than tripling and the white-Hispanic gap more than doubling, as shown in Figure 2.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 1 Introduction
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In the paper
“This level of granularity allows us to show that absences that occur after the annual window for state standardized testing do not appear to affect test scores”
§ The Short-and Long-Run Impacts of Secondary School Absences > 1 Introduction
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In the paper
“First, all point estimates are remarkably robust across a variety of models that account for the potential sources of endogeneity: nonrandom classroom assignments; unobserved school, classroom, or neighborhood shocks; unobserved student and family background characteristics; and time-varying student-level shocks.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
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In the paper
“There is a clear increase in the average number of absences in both subjects in the spring semester.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 2.3 Absence Data
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In the paper
“Within-student standard deviations of absences are relatively large compared with the overall standard deviation, indicating that more than half the variation in absences occurs within, as opposed to between, students.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 2.3 Absence Data
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In the paper
“Panel B of Table 4 and Appendix Table A2 show nearly identical results in high school math and in ELA courses, respectively.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
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“Most of the coefficients are insignificant other than when comparing math with science, suggesting that students' preferences do not change systematically as they progress.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.3 Identifying Assumptions
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In the paper
“First, between-subject differences tend to be small in magnitude and statistically indistinguishable from zero.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.3 Identifying Assumptions
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In the paper
“For example, as Column 2 shows, having 10 spring absences reduces student achievement by 9.5% of a standard deviation, a slightly bigger estimate than the coefficient from our preferred model in Table 4 (7.0%).”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.2 Stacked Regressions
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In the paper
“The effect of fallsemester absences is negative and marginally significant but small in magnitude, suggesting that having 10 absences lowers test scores by about 1% of a standard deviation.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
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In the paper
“there is considerable withinstudent-year variation in subject-specific absences: While highly correlated (with a .85correlation coefficient), they are not perfectly correlated, as two-thirds of student-year observations have a different number of math and ELA absences.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.3 Identifying Assumptions
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In the paper
“The two plots are nearly identical, suggesting that math and ELA absences differ for reasons unrelated to math ability or preferences (which are loosely captured by lagged math performance).”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.3 Identifying Assumptions
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In the paper
“The coefficients shrink a bit but are still closely aligned with those in Table 4: Having 10 spring absences reduces students' math test scores by about 6% of a standard deviation.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.2 Stacked Regressions
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In the paper
“The estimate reported in Column 6 controls for ELA absences, though Appendix Table A4 shows that this result is robust to using absences in other classes, including physical education.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
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In the paper
“The point estimate in the preferred proxy-variable model of Column 6 is 7% of a standard deviation and is strongly statistically significant.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
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In the paper
“The results are very similar to those in Table 4.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.2 Stacked Regressions
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In the paper
“Depending on the model specification, the effect of having 10 fall-semester absences ranges from 1 to 3% of a standard deviation and is statistically indistinguishable from zero in the preferred proxy-variable model of Column 6.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
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In the paper
“Indeed, this is exactly what we see, as the point estimate in Column 5 is twice as large as that in Column 4 and is not driven by selection on unobservables: The Oster bound is nearly identical to the point estimate.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 5.2 Long-Term Outcomes
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In the paper
“On average, a student has 1.7 absences that only last for one day and 0.7 absence spells that last for two days.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
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In the paper
“The effects are similar for boys and girls and for students from different racial and ethnic backgrounds, though the harm for black students is larger than for other groups, and the effect for white students is imprecisely estimated.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.4 Nonlinearity and Heterogeneity
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In the paper
“Figure 8 plots fitted regression lines from the linear, quadratic, and nonparametric models, which approximately overlap with each other, though the nonparametric estimates are fairly noisy for higher absence counts, as there are relatively few students in those bins.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.4 Nonlinearity and Heterogeneity
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In the paper
“Columns 2 and 3 show that these absolute effects are smaller for college enrollment but remain statistically significant and in percentage terms are similarly sized effects, given the lower base rate of college enrollment.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 5.2 Long-Term Outcomes
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In the paper
“Still, the effects of absences are fairly similar in magnitude, especially when comparing across multi-way spells of different lengths.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
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In the paper
“The effect of a stand-alone absence is bigger than the marginal effect of an absence that is part of a longer absence spell; this finding is consistent with the notion of fixed costs to catching up following any absences and/or economies of scale in making up missed work.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
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In the paper
“Finally, we see an insignificant and close-to-zero coefficient estimate for week 21-22 absences, which is reassuring because those absences almost certainly occurred after the test was taken.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
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In the paper
“Because absences later in the year are more detrimental to course grades and exam scores”
§ The Short-and Long-Run Impacts of Secondary School Absences > 6 Conclusion
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In the paper
“The effect of absences on four-year college enrollments is not only smaller but also likely due to selection on unobservables, as even a modest (60%) amount of selection on unobservables is enough to explain away the point estimate of -0.02.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 5.2 Long-Term Outcomes
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In the paper
“The modal absence is a one-off event (i.e., part of a one-day spell).Most absences are part of one-or two-day spells.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
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In the paper
“Estimated coefficients for absences in weeks 1-14 and 15-16 are both around -0.05 and are statistically significant though slightly smaller than the baseline estimate that restricts the effects of all spring-semester absences to be the same.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
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In the paper
“We do not see any systematic differences between more-and less-advantaged schools; absences seem similarly harmful across school types.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.4 Nonlinearity and Heterogeneity
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In the paper
“Harm does vary somewhat across schools, but it does not vary systematically by student demographic or socioeconomic background.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.4 Nonlinearity and Heterogeneity
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In the paper
“The coefficient estimates for absences in weeks 17-18 and 19-20 are almost twice as large, suggesting that absences during the testing window are more harmful than those that occur earlier in the spring semester.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
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In the paper
“In sum, all absences are harmful, while the marginal cost of absences that are part of a longer absence spell is smaller.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
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In the paper
“More than 75% of the estimates are negative, and most are within one standard deviation of the baseline point estimate.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.4 Nonlinearity and Heterogeneity
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In the paper
“Patterns are similar when using other school years.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 6 Conclusion
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In the paper
“This assumption is plausible, as the primary mechanism through which absences harm achievement is via lost instructional time.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.2 Exploiting Subject-Specific Absence Data
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In the paper
“Lastly, the studied district has a large and diverse student body, providing the power and variation necessary to conduct the analysis.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 2.1 Administrative Data
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In the paper
“Because attendance is an intermediate output of the education production function as well as an input, it might be affected by the same shocks that affect test scores and other educational outcomes.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.1 Value-Added Model
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What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The lagged scores and classroom and tract-by-year fixed effects included in X eliminate many of the threats to validity articulated above, but concerns about idiosyncratic student-level shocks to both A and y remain.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.2 Exploiting Subject-Specific Absence Data
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Absences in one subject do not affect achievement in another subject, conditional on other factors and the student-year shock.
- The authors state this as an assumption: Within-student differences in absences between math and ELA are conditionally random, so absences in one subject serve as a good proxy for the student-year shock.
None of the sources cited for this claim have been checked yet.
In the paper
“Moreover, the harm attributable to absences is fairly similar across all levels of schooling: Comparable estimates from North Carolina showed similar effects of absences in grades 4 and 5.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Once again, the results are robust, suggesting that relatively stable unobserved student and family characteristics are not biasing the simple lagged-score estimates reported in Column 1.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“This effect is economically significant, as it is roughly equivalent to replacing an average teacher with one from the 20th percentile of the effectiveness distribution (Herrmann and Rockoff, 2012).”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
What the sources say
- Not checked yetcites Herrmann and Rockoff, 2012
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This too is plausible in the current setting, given the strong correlation between subject-specific absences in a given year and the underlying process through which an idiosyncratic shock would affect attendance.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.2 Exploiting Subject-Specific Absence Data
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As shown in Equation 3, using student-byyear fixed effects, we control for time-varying student-specific shocks and directly attribute the difference between students' math and ELA performance to their subject-specific absences.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.2 Stacked Regressions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“To our knowledge, this is the first credible evidence that absences harm achievement in both middle and high schools, and this finding suggests that absences are a serious concern at every level of K-12 schooling.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Existing evidence comes almost exclusively from primary school settings and considers absenteeism using full-day absences.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 1 Introduction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
In the paper
“We have no reason to believe there would be any systematic bias or error in this traditional way of marking attendance (Whitney and Liu, 2017).”
§ The Short-and Long-Run Impacts of Secondary School Absences > 2.3 Absence Data
What the sources say
- Not checked yetcites Whitney and Liu, 2017
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The concern is that idiosyncratic (timevarying) shocks jointly affect current achievement and attendance but are not adequately controlled for by lagged test scores or student or school fixed effects.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.1 Value-Added Model
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“An exception is a study by Gottfried and Kirksey (2017), who similarly found that spring, but not fall, absences are associated with end-of-year elementary school test scores in a small urban district in California.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
What the sources say
- Not checked yetcites Gottfried and Kirksey (2017)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Gershenson et al. (2017) found the effects of annual primary school absences to be approximately linear”
§ The Short-and Long-Run Impacts of Secondary School Absences > 3.1 Value-Added Model
What the sources say
- Not checked yetcites Gershenson et al. (2017) source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This weighted average of the fall and spring impacts uncovered in Table 4 is misleading, as it overstates the importance of fall absences and understates the importance of spring absences.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These results suggest that middle and high school absences are harmful for both contemporaneous academic achievement and long-run educational attainment.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 1 Introduction
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Absences in later grades are fundamentally different from those in earlier grades, as older students have more agency over their school attendance habits”
§ The Short-and Long-Run Impacts of Secondary School Absences > 1 Introduction
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“This effect size is similar to that estimated using similar methods for 4th-and 5th-graders in North Carolina (Gershenson et al., 2017).”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
What the sources say
- Not checked yetcites Gershenson et al., 2017 source
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Once again, the Oster bounds suggest that there is a causal effect on college enrollment, though sorting seems to play a bigger role here than in the high school graduation analysis.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 5.2 Long-Term Outcomes
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As discussed in Section 2, we can only impute testing windows, as the exact timing of testing is unknown and may vary across students within a school.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“These results further confirm that lost instructional time induced by absences harms student performance and that the baseline estimate is not biased by selection (Herrmann and Rockoff, 2012).”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.3 Timing of Absences
What the sources say
- Not checked yetcites Herrmann and Rockoff, 2012
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Overall, the results in Table 7 provide additional evidence that middle and high school student absences harm achievement, that this relationship is causal, that absences later in the year are more harmful than those earlier in the year, and that a likely mechanism is simply lost instructional time.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 5.1 Course Grades
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These are economically significant effects on par with the impacts of other popular interventions.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 6 Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The similarity between the three models suggests that the effect of absences is approximately linear and that there is no nonlinearity in achievement at the threshold of chronic absenteeism (though chronically absent students certainly perform significantly worse than students with just one or two absences).”
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.4 Nonlinearity and Heterogeneity
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: The effects of absences are linear, with no diminishing or increasing costs and no discrete effect at the chronic absenteeism threshold.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Again, this is to be expected because math absences and ELA absences are highly correlated.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 5.2 Long-Term Outcomes
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In sum, the results of Table 8 reaffirm a causal interpretation of the main finding that absences harm achievement and provide arguably novel evidence that 9th-and 10th-grade absences have a causal effect on subsequent educational attainment, which motivates the potential value of absence-related interventions in high school.”
§ The Short-and Long-Run Impacts of Secondary School Absences > 5.2 Long-Term Outcomes
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“it is unlikely that all absences are discretionary”
§ The Short-and Long-Run Impacts of Secondary School Absences > 6 Conclusion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“it appears that late-year absences are simply harder to make up, either because there is less time to do so or because students are busier and encountering more difficult material later in the year”
§ The Short-and Long-Run Impacts of Secondary School Absences > 6 Conclusion
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Grades in the district are based on academic performance and cannot be based on nonacademic factors such as absences.
The authors state this as an assumption.
Absences in one subject do not affect achievement in another subject, conditional on other factors and the student-year shock.
“second, that any spillover effects of absences in one subject on academic mastery in another are relatively trivial.”
“Conditional on math absences, X, and the year-specific student shock, ELA absences do not affect math achievement.”
The authors state this as an assumption.
Within-student differences in absences between math and ELA are conditionally random, so absences in one subject serve as a good proxy for the student-year shock.
“first, that in a given school year, within-student differences in absences in math and English language arts (ELA) are conditionally random”
“A -j needs to be a good proxy in the sense that conditional on A -j , A j is no longer correlated with the idiosyncratic shock (v it in Equation 2).”
The authors state this as an assumption.
Within-student differences in absences between subjects are conditionally random and not due to year-specific subject preferences.
“both the proxy plug-in and stacked student-year fixed-effects strategies assume that such differences are conditionally random (e.g., because of the timing of a dentist appointment or leaving school early due to illness) and not the result of a year-specific preference for one subject over the other.”
The authors state this as an assumption.
Non-math absences do not directly affect math performance, ruling out cross-subject spillover effects.
“the redundancy assumption made by the proxy plug-in solution, which is that non-math (e.g., ELA) absences do not directly affect math performance.”
The authors state this as an assumption.
The effects of absences are linear, with no diminishing or increasing costs and no discrete effect at the chronic absenteeism threshold.
“The main results presented in Section 4.1 assume that the effects of absences are linear -that is, that there are neither diminishing nor increasing costs to student absences, nor is there a discrete effect of crossing the threshold for being considered chronically absent, which in this district is defined as missing at least 10% of total school days (accruing about 18 absences).”
The authors state this as an assumption.
The harm of absences is the same across all student and school types.
“The models estimated to this point also assume that the harm of absences is the same across all student and school types.”
The paper relies on this without support.
Grades in the district are based on academic performance and cannot be based on nonacademic factors such as absences.
“Grades in the district are explicitly based on academic performance and are not allowed to be based on nonacademic factors such as absences.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Both correlational and quasi-experimental studies find that student absences have negative effects on several academic and longer-run economic outcomes (5–7).”
From Higher chronic absenteeism threatens academic recovery from the COVID-19 pandemic (2024) · cites this paper as [5]
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“More generally, consistent school attendance is an educationally consequential behavior.”
From Higher chronic absenteeism threatens academic recovery from the COVID-19 pandemic (2024) · cites this paper as [5]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
§ The Short-and Long-Run Impacts of Secondary School Absences > Figures and Tables
“Ever Enrolled in College Ever Enrolled in 4-Year”
§ The Short-and Long-Run Impacts of Secondary School Absences > Figures and Tables
“Outcome Averages 0.504 0.493 0.481 0.580 0.311”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ The Short-and Long-Run Impacts of Secondary School Absences > 4.1 Main Results
“Panel A presents estimates for six slightly different model specifications using the sample of middle school students (grades 6-8).”
§ The Short-and Long-Run Impacts of Secondary School Absences > Figures and Tables
“Note: Observations are at the student-semester-subject level and include the full analytic sample with nonmissing values.Data include 7th-to 11th-graders from the school years 2002-2003 to 2012-2013 at the student-classroom level.”
Citations
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Research works printed but not linked: 2
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Cited by
Sorted by citations
Higher chronic absenteeism threatens academic recovery from the COVID-19 pandemic
Dee, T. S. (2024) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2312249121 · Cited by 110
“Both correlational and quasi-experimental studies find that student absences have negative effects on several academic and longer-run economic outcomes (5,6).”
Molnár, G., & Hermann, Z. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101706 · Cited by 73
School absenteeism and academic achievement: Does the timing of the absence matter?
Keppens, G. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101769 · Cited by 56
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
Blanden, J., Doepke, M., & Stuhler, J. (2022) · National Bureau of Economic Research · doi:10.3386/w29979 · Cited by 72
Social Forces, Social Justice, and School Attendance Problems in Youth
Kearney, C., Childs, J., & Burke, S. (2022) · Contemporary School Psychology · doi:10.1007/s40688-022-00425-5 · Cited by 40
Beyond Teachers: Estimating Individual School Counselors’ Effects on Educational Attainment
Mulhern, C. (2023) · American Economic Review · doi:10.1257/aer.20200847 · Cited by 36
The Impacts of Physician Payments on Patient Access, Use, and Health
Alexander, D., & Schnell, M. K. (2024) · American Economic Journal Applied Economics · doi:10.1257/app.20210227 · Cited by 35
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
Kearney, C. A., & Childs, J. (2022) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2022.2124222 · Cited by 45
“Poor school attendance during middle school has been linked to the onset of school disengagement, behavioral problems such as substance use, and reduced standardized test scores and grades (Gakh et al., 2020; Liu et al., 2021; Yunzal‐Butler et al., 2020).”
BackgroundHow School Travel Affects Children’s Psychological Well-Being and Academic Achievement in China
Ding, P., & Feng, S. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192113881 · Cited by 32
“School absenteeism reduces academic performance (verbal and mathematical scores) in the short term and will hurt students’ future educational decisions in the long run [9].”
BackgroundDräger, J., Klein, M., & Sosu, E. (2024) · British Educational Research Journal · doi:10.1002/berj.3992 · Cited by 48
“Very few studies have considered outcomes beyond secondary schooling, and those that did tend to focus on more immediate post-school outcomes, such as the likelihood of enrolling in college (Liu et al., 2021) or the number of years spent in post-secondary education (Ansari et al., 2020).”
BackgroundResultAnother 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
Lynch, K., Lee, M. G. L., & Loeb, S. (2023) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2023.04.002 · Cited by 36
Self-citationAcheampong, J. O. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2186011 · Cited by 29
“Literature on COVID-19 also shows that university lockdowns influence academic achievement and make reading more advantageous (Kuhfeld et al., 2020; Liu et al., 2020).”
BackgroundSchool 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
“…also found a negative association between chronic absence in the early middle grades and the likelihood of high school graduation by age 21, while Liu et al. (2021) demonstrated that ten days of absence in the 9th grade across all subjects decreased the likelihood of high school graduation and…”
Investigating Arts Education Effects on School Engagement and Climate
Bowen, D. H., & Kisida, B. (2023) · Educational Policy · doi:10.1177/08959048231174880 · Cited by 22
“…with chronic absenteeism and the heightened focus to mitigate low attendance, this result has important implications for educational administrators and policymakers who are seeking ways to engage struggling students (Ansari & Gottfried, 2021; Gottfried & Hutt, 2019; Hamlin, 2021; Liu et al., 2021).”
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).”
BackgroundHigher Chronic Absenteeism Threatens Academic Recovery from the COVID-19 PandemicPreprint
Dee, T. S. (2023) · doi:10.31219/osf.io/bfg3p · Cited by 17
Compulsory class attendance versus autonomy
Goulas, S., Griselda, S., & Megalokonomou, R. (2023) · Journal of Economic Behavior & Organization · doi:10.1016/j.jebo.2023.06.018 · Cited by 15
Teaching in Hospitals and Healthcare Resorts: A Qualitative Study of Teachers’ Needs
Małkowska‐Szkutnik, A., Berkowska, A., Gajda, M., & Kleszczewska, D. W. (2021) · Education Sciences · doi:10.3390/educsci11070311 · Cited by 17
Ding, P., Ding, C., & Feng, S. (2023) · Frontiers in Public Health · doi:10.3389/fpubh.2023.1049254 · Cited by 16
“Moreover, school attendance is vital for students’ academic performance and future development (54, 55), so we further investigated the relationship between bike commuting and students’ sick leave absences.”
BackgroundHow to measure student absenteeism in low- and middle-income countries
Evans, D. K., & Acosta, A. M. (2023) · Economics of Education Review · doi:10.1016/j.econedurev.2023.102454 · Cited by 16
Bussemakers, C., & Denessen, E. J. P. G. (2023) · The Journal of Early Adolescence · doi:10.1177/02724316231156835 · Cited by 21
“…to these behaviors, a distinction can be made between behaviors that disrupt teaching in class, and behaviors that are disruptive to students learning because they reduce students ’ educational engagement and time spend on learning, such as skipping classes (Gottfried, 2014; Liu et al., 2021).”
BackgroundEnderle, C., Kreitz-Sandberg, S., Backlund, Å., Isaksson, J., Fredriksson, U., & Ricking, H. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1405395 · Cited by 14
Dräger, J., Klein, M., & Sosu, E. (2024) · PLoS ONE · doi:10.1371/journal.pone.0306716 · Cited by 28
Keppens, G. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2022.07.003 · Cited by 14
Educational InequalityPreprint
Blanden, J., Doepke, M., & Stuhler, J. L. (2022) · SSRN Electronic Journal · doi:10.2139/ssrn.4114801 · Cited by 15
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
Do long school commutes undermine teenagers’ wellbeing? Evidence from a nation-wide survey in China
Ding, P., Li, Y., Feng, S., & Pojani, D. (2023) · Journal of Transport & Health · doi:10.1016/j.jth.2023.101605 · Cited by 16
Jacqz, I. (2022) · Journal of Environmental Economics and Management · doi:10.1016/j.jeem.2022.102628 · Cited by 10
Depression Takes a Toll on Academic Performance: Evidence from Rural Students in China
Yan, R., Jin, S., Ji, C., Feng, C., Wang, H., Lyu, J., & Rozelle, S. (2024) · Risk Management and Healthcare Policy · doi:10.2147/rmhp.s469836 · Cited by 13
“Liu et al 66 showed that in middle and high school, missing 10 classes can lead to a 3–4% reduction in standard deviation in math or English language arts test scores, and a 17–18% reduction in standard deviation in course grades.”
BackgroundEnderle, C. (2025) · School Mental Health · doi:10.1007/s12310-025-09764-z · Cited by 12
“Conversely, the absence from school impedes social-emotional development, academic performance and poses future consequences such as unemployment and school dropout, increasing the risk of social exclusion (Ansari et al., 2020; Kearney et al., 2023; Keppens, 2023; Liu et al., 2021).”
Klan, A., Whitley, J., Krause, A., McBrearty, N., Rogers, M. A., & Smith, J. D. (2024) · Educational and Child Psychology · doi:10.53841/bpsecp.2024.41.1.73 · Cited by 8
A meta-analysis of students’ academic learning losses over the course of the COVID-19 pandemic
Wisenöcker, A. S., Helm, C., Große, C. S., Hübner, N., & Zitzmann, S. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102111 · Cited by 19
Parental and Student Time Use Around the Academic Year
Cowan, B., Jones, T. R., & Swigert, J. M. (2024) · Journal of Economic Behavior & Organization · doi:10.1016/j.jebo.2024.04.025 · 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
Non-cognitive traits and homeownership in Australia
Mintah, K., Baako, K. T., & Churchill, S. A. (2024) · Journal of Housing and the Built Environment · doi:10.1007/s10901-023-10103-4 · Cited by 7
“To do so, in Table 9, we conduct the Oster (2019) bounds analysis, which allows us to examine the extent of bias due to unobserved variables (see, e.g., Avendano et al., 2020; Awaworyi Churchill & Asante, 2023; Garcia-López et al., 2020; Hailemariam et al., 2021; Liu et al., 2021).”
Parental and Student Time Use Around the Academic Year
Cowan, B., Jones, T., & Swigert, J. M. (2023) · National Bureau of Economic Research · doi:10.3386/w31177 · Cited by 8
College peer effects on learning behaviors in synchronous online courses
Ma, L., Ha, W., & Cao, Y. (2024) · China Economic Review · doi:10.1016/j.chieco.2024.102206 · Cited by 6
Air Pollution, Child Health, and Cognitive Development
Nduka, E., & Jimoh, M. O. (2024) · The Journal of Development Studies · doi:10.1080/00220388.2024.2420024 · Cited by 9
“…adults (Chen, Guo, & Huang, 2018; Currie, Hanushek, Kahn, Neidell, & Rivkin, 2009; Ebenstein et al., 2016; Gilliland et al., 2001; Heissel, Persico, & Simon, 2022; Liu, Lee, & Gershenson, 2021; Liu & Salvo, 2018; Mendoza et al., 2020; Voorheis, 2017; Watanabe, Noma, Kurai, Kato, & Sano, 2021).”
Inoue, A., & Tanaka, R. (2024) · Economics of Education Review · doi:10.1016/j.econedurev.2024.102545 · Cited by 9
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
Essays on the Economics of Education
Sandoy, T. M. (2023) · doi:10.22439/phd.18.2023 · 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
“The impact of school absences is particularly significant because it extends beyond academic performance, influencing broader outcomes such as educational attainment and labor market success in adulthood (Cattan et al., 2023; Dra¨ger et al., 2024; Liu et al., 2021).”
Anders, J., Jerrim, J., Rodríguez, M. L. D. G., & Gutiérrez, Ó. D. M. (2025) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-025-09470-z · Cited by 5
Liu, J., Kuhfeld, M. R., & Lee, M. G. L. (2023) · Educational Policy · doi:10.1177/08959048231209262 · Cited by 8
“The reliability of our attendance and suspension data have been verified in other studies using this same dataset (Whitney & Liu, 2017; Author, 2021, 2022).”
InfluentialSelf-citationResidential sorting, local environments, and human capital
Kuminoff, N. V., & Mathes, S. M. (2023) · Regional Science and Urban Economics · doi:10.1016/j.regsciurbeco.2023.103972 · Cited by 5
“For example, daily spikes in air pollution are thought to cause increased school absences (Graff-Zivin and Neidell, 2013; Aguilar-Gomez et al. 2022) which, in turn, has been shown to reduce students’ scores on standardized exams (Aucejo and Romano 2016 and Liu et al. 2021).”
BackgroundKukla-Acevedo, S., Ernst, M. G., Sommer, E. C., Adams, L. E., & Barkin, S. L. (2022) · Journal of School Health · doi:10.1111/josh.13220 · Cited by 4
Wei, W. S. (2024) · AERA Open · doi:10.1177/23328584241228212 · Cited by 10
“…latent class growth analysis, longitudinal studies, pre-kindergarten (pre-K), structural equation modeling Wei 2 academic, social-emotional, and other education outcomes in the short and long terms (Cattan et al., 2023; Gershenson et al., 2017; Gottfried, 2011, 2014, 2017; Liu et al., 2021).”
Examining the Post-School Decision-Making and Self-Determination of Disabled Young Adults in Ireland
Ye, K., & McCoy, S. (2024) · Disabilities · doi:10.3390/disabilities4030029 · Cited by 4
Making the grade: The effect of teacher grading standards on student outcomes
Gershenson, S., Holt, S., & Tyner, A. (2023) · Contemporary Economic Policy · doi:10.1111/coep.12637 · Cited by 9
Self-citationDisparate Pathways: Understanding Racial Disparities in TeachingPreprint
Blazar, D., Anthenelli, M., Gao, W., Goings, R. B., & Gershenson, S. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4800265 · Cited by 5
Self-citationThe Effects of Eviction on Children
Collinson, R. A., Dutz, D., Humphries, J. E., et al. (2025) · National Bureau of Economic Research · doi:10.3386/w33659 · Cited by 4
Creating Welcoming Schools: The Role of Positive Climates in Reducing Absenteeism
Graham, J., Chiang, Y.-C., & Choi, S. Y. (2026) · American Educational Research Journal · doi:10.3102/00028312261417687 · Cited by 3
“Missing 10 math or language arts classes reduces test-score achievement by .01 SD across elementary and middle school students (M. A. Gottfried, 2010) and .04 SD for secondary students (Liu et al., 2021), with stronger effects in math (Santiban˜ez & Guarino, 2021).”
Brittain, H. L., & Vaillancourt, T. (2026) · Frontiers in Child and Adolescent Psychiatry · doi:10.3389/frcha.2026.1729744 · Cited by 5
“This feedback loop is well documented in previous research (5, 96).”
InfluentialThe health and economic repercussions of declining MMR coverage in the United States
Wells, C. R., Pandey, A., Ye, Y., et al. (2026) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2605971123 · Cited by 3
English-Learner-Classified Students and Absenteeism: A Within-Group Analysis of Missing School
Santibáñez, L., Gottfried, M. A., & Freeman, J. (2024) · Educational Researcher · doi:10.3102/0013189x241258770 · Cited by 4
The ‘Friday effect’: School attendance over the week i
Clifton‐Sprigg, J., & James, J. (2024) · British Educational Research Journal · doi:10.1002/berj.4066 · Cited by 3
Smith, K. J., Cleland, V. J., Chappell, K. J., Fraser, B. J., Sutton, L. P., Proudfoot, F., Dunbabin, J., & Jose, K. (2024) · Nutrients · doi:10.3390/nu16193393 · Cited by 6
“Increasing school attendance is a key priority in education policy, as low attendance has been associated with poor academic performance [5,6].”
BackgroundLevelu, A., & Sandkamp, A. (2023) · CESifo Economic Studies · doi:10.1093/cesifo/ifad013 · Cited by 8
Locus of Control, Social Capital and Transport Poverty1*
Churchill, S. A., & Smyth, R. (2024) · Economic Record · doi:10.1111/1475-4932.12809 · Cited by 3
Academic Challenges During Flood Disaster Among Nursing Students at a University in the Philippines
Llego, J. H., Permison, P. E., Imbuido, N., et al. (2025) · Teaching and learning in nursing · doi:10.1016/j.teln.2024.12.014 · Cited by 3
Beyond The Haze: Air Pollution and Student Absenteeism - Evidence from IndiaPreprint
Singh, T. P. (2020) · SSRN Electronic Journal · doi:10.31219/osf.io/pcva2 · Cited by 6
The Long Shadow of School Closures: Impacts on Students' Educational and Labor Market OutcomesPreprint
Kim, J. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4607309 · Cited by 4
Noghanibehambari, H., & Fletcher, J. M. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.5055267 · Cited by 3
Protecting instructional time: Insights from Israeli principals
Shaked, H. (2025) · Educational Management Administration & Leadership · doi:10.1177/17411432251352296 · Cited by 2
The contested causes of school absence: Longitudinal findings from the UK
van Poortvliet, M. (2025) · Children and Youth Services Review · doi:10.1016/j.childyouth.2025.108634 · Cited by 6
Sokol, R., Esposti, M. D., Victor, B., Kernsmith, P., Toro, V. M. D., Heinze, J., Portugal, J., Grinnell, R. E., & Gernaat, E. (2025) · Journal of Epidemiology and Community Health · doi:10.1136/jech-2025-224567 · Cited by 2
Nhlenyama, L. S., & Adewumi, S. A. (2026) · Social Sciences · doi:10.3390/socsci15050283 · Cited by 2
How Does School Absenteeism Affect Roma Children’s Literacy Skills?
Pop, R. (2022) · European Proceedings of Educational Sciences · doi:10.15405/epes.22032.70 · Cited by 2
TEARS OF HOPE: THE PLIGHT OF WORKING STUDENTS UNDER TVL-LATE AFTERNOON PROGRAM
Baja, R. A. C. (2024) · European Journal of Education Studies · doi:10.46827/ejes.v11i5.5291 · Cited by 5
Mejías-Leiva, M., & Mínguez, A. M. (2024) · Genus · doi:10.1186/s41118-024-00214-3 · Cited by 6
“In the long run, poor school attendance reduces the likelihood of entering university or finding a job, and increases the likelihood of economic deprivation in adulthood (Ansari et al., 2020; Cattan et al., 2023; Liu et al., 2021).”
BackgroundPandemi og gjennomføring av videregående opplæring
Lillebø, O. S., Skålholt, A., & Kindt, M. T. (2024) · Tidsskrift for samfunnsforskning · doi:10.18261/tfs.65.2.2 · Cited by 2
Invisible Barrier: The Impact of Air Quality on Chronic School Absenteeism in the US
Aziz, M., & Elbakidze, L. (2024) · Environmental and Resource Economics · doi:10.1007/s10640-024-00943-1 · Cited by 2
“Extensive research has consistently documented the negative repercussions of missing school (Gottfried 2009, 2014; Hansen and Selte 2000; Lehr et al. 2004; Liu et al. 2021a; Steward et al. 2002).”
InfluentialFactors Affecting Students' Achievement
Alsayer, A. A. (2025) · International Journal of Web-Based Learning and Teaching Technologies · doi:10.4018/ijwltt.371405 · Cited by 2
“In fact, student test performance decreases sharply after approximately ten absences per school year; students with ten absences reportedly score three to four percentage points lower on English and mathematics than those with better attendance (Liu et al., 2021).”
Smart, R., Adams, D., & Simpson, K. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.70015 · Cited by 3
“…attendance outcomes is concerning, given that these factors negatively impact academic (Gottfried, 2011; Noltemeyer et al., 2015; Paredes & Ugarte, 2011) and post-school (Ansari et al., 2020; Liu et al., 2021; Rosenbaum, 2020; Wolf & Kupchik, 2017) outcomes in the general (non-autism) literature.”
Attitudes to School Refusal in Male Adolescents with Attention Deficit/Hyperactivity Disorder
Dan, O., & Benovich, Y. (2022) · Psychology · doi:10.4236/psych.2022.139090 · Cited by 3
Dräger, J., Klein, M., & Sosu, E. (2023) · doi:10.35542/osf.io/7z2bx · Cited by 2
Supply-Side Responses in School ChoicePreprint
Adger, C. R., & Felegi, B. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4603968 · Cited by 2
Inoue, A., & Tanaka, R. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4820815 · Cited by 2
“…et al. (2014), and Gorman et al. (2019) has delved into the negative consequences of bullying, while works by Goodman (2014), Aucejo and Romano (2016), Gershenson et al. (2017), Liu and Gershenson (2021), and Cattan et al. (2023) have shed light on the detrimental effects of school absenteeism.”
Running Late: Student Commutes and High School Tardiness in Baltimore City
Burdick–Will, J., & Stein, M. L. (2024) · Educational Researcher · doi:10.3102/0013189x241256963 · Cited by 1
The Influence of a Compulsory Attendance Policy on Students’ Sustainable Education
Radhwan, M. G. (2024) · Springer eBooks · doi:10.1007/978-3-031-65215-8_9 · Cited by 1
Lima, G. F., Neto, P. N., Hino, A. A. F., & Duarte, F. (2024) · PLOS mental health. · doi:10.1371/journal.pmen.0000159 · Cited by 2
UNRAVELING THE CRUCIAL REASONS FOR PRIMARY SCHOOL ABSENTEEISM: PARENTAL INSIGHTS
Habib, F. A. B. (2024) · International Online Journal of Primary Education · doi:10.55020/iojpe.1514912 · Cited by 1
Rossouw, L., Watt, K., Timol, F., Davidson, L. L., & Desmond, C. (2025) · Development Policy Review · doi:10.1111/dpr.12829 · Cited by 1
Wang, X., Xie, F., Liu, P., & Ma, L. (2025) · Journal of Transport & Health · doi:10.1016/j.jth.2025.102131 · Cited by 3
Choi, S. Y., Graham, J., Ye, Y., & Chiang, Y.-C. (2026) · Urban Education · doi:10.1177/00420859261417317 · Cited by 1
“The steep increase is deeply concerning as chronic absenteeism negatively in fl uences important student outcomes such as academic achievement (Klein & Sosu, 2024; Liu et al., 2021), socioemotional outcomes (Gottfried, 2014b; Santibañez & Guarino, 2021), and substance use (Henry & Huizinga, 2007).”
The Effects of High-Impact Tutoring on Student Attendance: Evidence From a State Initiative
Lee, M. G. L., Loeb, S., & Robinson, C. D. (2026) · AERA Open · doi:10.1177/23328584261448132 · Cited by 2
Self-citationA Crisis in the Opportunity to Learn: Addressing the Causes and Consequences of Missing School
Kirksey, J. J., & Elefante, J. (2023) · Autism and child psychopathology series · doi:10.1007/978-3-031-24926-6_12 · Cited by 1
Novice Teachers and Student Attendance in Early Elementary School
Gottfried, M. A., Little, M., & Ansari, A. (2024) · Educational Policy · doi:10.1177/08959048241231952 · Cited by 4
“…success (Gottfried et al., 2019): Higher rates of absenteeism from school have been linked, causally, to a host of adverse educational outcomes not only in the year of missing school but also future years (e.g., Gottfried, 2011a; Gottfried et al., 2019; Coelho et al., 2015; Liu et al., 2021).”
Herman, R., Christianson, K., Nguyen, P., Bush-Mecenas, S. C., Moini, J. S., DiNicola, S. E., Wrabel, S. L., Daramola, E. J., Holmes, P., Wolters, N., et al. (2024) · RAND Corporation eBooks · doi:10.7249/rra242-1 · Cited by 1
Pagel, C., Wilde, H., Tomlinson, C., Mateen, B. A., & Brown, K. (2023) · Vaccines · doi:10.3390/vaccines11050988 · Cited by 1
“been considered, including shorter or less severe Long Covid if it occurs [56] and reduced school-related absenteeism [57] as a consequence of reduced infection and Long Covid rates, that can have longer term health-related and socio-economic impacts [58].”
MethodPreference Estimation in Deferred Acceptance with Partial School RankingsPreprint
Nath, S. (2020) · RePEc: Research Papers in Economics · doi:10.48550/arxiv.2010.15960 · Cited by 1
Pagel, C., Wilde, H., Tomlinson, C., et al. (2023) · medRxiv · doi:10.1101/2023.04.11.23288409 · Cited by 1
Does the impact of pupil absences on achievement depend on their timing?Preprint
Dräger, J., Klein, M., & Sosu, E. (2024) · doi:10.35542/osf.io/nwzqh · Cited by 1
Is Coping Enough? Examining Coping and Burnout among Educators in a Pandemic
Jezowit, C. (2023) · ISU Red - Research and eData (Illinois State University) · doi:10.30707/etd2024.20240618063949460139.999960 · Cited by 1
Compulsory Class Attendance Versus AutonomyPreprint
Goulas, S., Griselda, S., & Megalokonomou, R. (2022) · SSRN Electronic Journal · doi:10.2139/ssrn.4010600
Keppens, G. (2022) · SSRN Electronic Journal · doi:10.2139/ssrn.4166353
Metadata
- Authors
- Liu, J., Lee, M., & Gershenson, S.
- Affiliations
- University of Maryland, College Park (US)
- Brown University (US)
- American University (US)
- Corresponding author
- Liu, Jing
- Venue
- Journal of Public Economics
- Publisher
- Elsevier BV
- Published
- 2021-07
- Volume
- 199
- Pages
- 104441
- ISSN
- 0047-2727 (ISSN-L)
- OpenAlex
- W2972629176
- Semantic Scholar
- 1565bc898d49f78abe44a5b35d24ec9dc5743a4c
- Cited by
- 143
- References
- 58
- Citations by year
- 2026: 29 · 2025: 20 · 2024: 41 · 2023: 25 · 2022: 19 · 2021: 6
- FWCI
- 18.87
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Licence
- Locations
- Journal of Public Economics (publishedVersion)
- SSRN Electronic Journal (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Econstor (Econstor) (submittedVersion)
- Funders
- Institute of Education Sciences
- Spencer Foundation
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- school absenteeism, course grades, educational attainment, high school graduation, college enrollment, learning loss, junior high school, high schools, endogeneity
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