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Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement

Gottfried, Michael A.·2009·Educational Evaluation and Policy Analysis

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Abstract

The literature on school absences has focused predominantly on the reasons for student truancy, or it has assessed only aggregate student absences in their effect on achievement. However, this study brings forth a new issue: the relationship between types of absences—excused versus unexcused—and school performance. With a quantitative model of educational achievement on a longitudinal multilevel data set of all second-through fourth-grade students in the Philadelphia School District from 1994 to 2000, this study disaggregated absence information to provide new insight on the attendance–achievement relationship. Specifically, a model using fixed effects with classroom-level clustering was employed to determine how the distinction among varying proportions of excused versus unexcused absences related to students’ standardized test performance in reading and math. This article demonstrates that distinguishing between students with high rates of excused or unexcused absences is significant. Having a higher proportion of excused absences to total absences exhibits a positive relationship between reading and math test scores. Conversely, students with a higher proportion of unexcused absences places them at academic risk, particularly in math achievement and as early as in elementary school. Implications for policy are discussed.

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Gottfried, M. A., Ozuna, C. S., & Kirksey, J. J. (2021) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2021.03.009 · Cited by 24
Self-citation
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
Indiscipline: The school climate of Brazilian schools and the impact on student performance
Rizzotto, J. S., & França, M. T. A. (2022) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2022.102657 · Cited by 32
Quantifying the Consequences of Missing School: Linking School Nurses to Student Absences to Standardized Achievement
Gottfried, M. A. (2013) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811311500605 · Cited by 21
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Does Absenteeism Differ for Children with Disabilities in Full-Day versus Part-Day Kindergarten?
Gottfried, M. A. (2017) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2017.1388172 · Cited by 22
Self-citation

Authors: Gottfried, M. A.
Affiliations: University of Pennsylvania (US)
Corresponding author: Gottfried, Michael A.
ORCID: Gottfried, Michael A.
Venue: Educational Evaluation and Policy Analysis
Publisher: American Educational Research Association (AERA)
Published: 2009-12
Volume: 31
Issue: 4
Pages: 392-415
ISSN: 0162-3737 (ISSN-L)
1935-1062
DOI: 10.3102/0162373709342467
OpenAlex: W2067044158
Cited by: 315
References: 60
Citations by year: 2026: 18 · 2025: 24 · 2024: 25 · 2023: 16 · 2022: 28 · 2021: 30 · 2020: 28 · 2019: 24 · 2018: 23 · 2017: 18 · 2016: 19 · 2015: 14 · 2014: 13 · 2013: 13 · 2012: 11
FWCI: 29.42
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Educational Evaluation and Policy Analysis (publishedVersion)
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, excused absences, unexcused absences, school attendance, academic performance, elementary school students, standardized test scores, reading achievement, mathematics achievement, academic risk, School District of Philadelphia

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Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement

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