CoChat
Sign Up
Cited by 342Youth Substance Use and School AttendanceSchool Choice and PerformanceInnovations in Educational Methods

The DOI matches its Crossref record; 77 of the 79 references it cites were found in a registry or an index.

Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach

Gottfried, Michael A.·2010·American Educational Research Journal
DOI 10.3102/0002831209350494
Open this paper in CoChat — free account

Abstract

Researchers, policymakers, practitioners, and parents have assumed a positive relationship between school attendance and academic success. And yet, among the vast body of empirical research examining how input factors relate to academic outcomes, few investigations have honed in on the precision of the relationship between individual attendance and student achievement. The purpose of this article is to provide insight into this relationship. Specifically, this study has evaluated the hypothesis that the number of days a student was present in school positively affected learning outcomes. To assess this, a unique empirical approach was taken in order to evaluate a comprehensive dataset of elementary and middle school students in the Philadelphia School District. Employing a fixed effects framework and instrumental variables strategy, this study provides evidence from a quasi-experimental design geared at estimating the causal impact of attendance on multiple measures of achievement, including GPA and standardized reading and math test performance. The results consistently indicate positive and statistically significant relationships between student attendance and academic achievement for both elementary and middle school students.

Overview

Integrity signals

Registry

Crossref · 10.3102/0002831209350494

Cites

77 of 77 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

Citations

Cites

Show all 79 references

Research works printed but not linked: 13

  1. Balfanz R., 2004, Locating the dropout crisis
  2. Durden G. C., 1995, American Economic Review, 85, 343
  3. Fine M., 1994, Chartering urban school reform, 5
  4. 10.3102/00346543059002117 · DOI · Paper page
  5. Finn J. D., 1993, School engagement and students at risk
  6. Halfors D., 2002, Journal of Social Health, 72, 205
  7. Johnson G. M., 2005, Educational Technology and Society, 8, 179
  8. Kirby A., 2003, The Economic and Social Review, 34, 311
  9. Levine J. R., Paper presented at the annual meeting of the Eastern Psychological Association
  10. Marburger D. R., 2001, Journal of Economic Education, 14, 11
  11. Roby D. E., 2004, Educational Research Quarterly, 28, 3
  12. Schneider B., 2007, Estimating causal effects using experimental and observational designs
  13. Summers A. A., 1977, American Economic Review, 67, 639

Cited by

Sorted by citations

Items 301–340 of 340

Related

See all

Metadata

Authors
Gottfried, M. A.
Affiliations
University of Pennsylvania (US)
Corresponding author
Gottfried, Michael A.
ORCID
Gottfried, Michael A.
Venue
American Educational Research Journal
Publisher
American Educational Research Association (AERA)
Published
2010-06
Volume
47
Issue
2
Pages
434-465
ISSN
  • 0002-8312 (ISSN-L)
  • 1935-1011
DOI
10.3102/0002831209350494
OpenAlex
W2113436206
Cited by
342
References
79
Citations by year
2026: 19 · 2025: 18 · 2024: 26 · 2023: 17 · 2022: 22 · 2021: 33 · 2020: 37 · 2019: 23 · 2018: 27 · 2017: 23 · 2016: 27 · 2015: 17 · 2014: 17 · 2013: 17 · 2012: 11
FWCI
25.45
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
American Educational Research Journal (publishedVersion)
Topics
  • Social Sciences › Education › Youth Substance Use and School Attendance
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Innovations in Educational Methods
Keywords
school attendance, academic performance, urban elementary schools, urban middle schools, grade point average, standardized test performance, reading achievement, mathematics achievement, School District of Philadelphia

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review