Showing Up: Disparities in Chronic Absenteeism between Students with and without Disabilities in Traditional Public Schools

2019 ◽  
Vol 121 (8) ◽  
pp. 1-34
Author(s):  
Michael A. Gottfried ◽  
Leanna Stiefel ◽  
Amy Ellen Schwartz ◽  
Bryant Hopkins
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Limited English Proficiency ◽  
Fixed Effects ◽  
School Attendance ◽  
Traditional Schools ◽  
Foreign Born ◽  
Chronic Absenteeism ◽  
School Year ◽  
Urban School Systems

Background While chronic absenteeism hurts all students, one particularly vulnerable group, students with disabilities (SWDs), has received little attention in research or policy. Particularly troubling is the dearth of research into the patterns of absences for SWDs and GENs who attend school together in urban school systems, given relatively higher absenteeism when compared to suburban and rural districts. Research Questions First, how do rates of chronic absenteeism compare between SWDs and students without disabilities (GENs) attending the same schools (hereafter traditional schools)? Second, are there differences between SWDs who are educated in “GEN-majority” classrooms and those educated in “SWD-majority” classrooms? Finally, do these patterns differ for students with different disabilities? Subjects Our study consists of GENs and SWDs in grades 1–6 who attended a traditional NYC public school between 2006 and 2012. Our sample includes 653,736 students across 37,867 classrooms, and 1,148 public elementary schools. Measures include race/ethnicity, gender, age, foreign-born status, limited English proficiency, free/reduced price lunch eligibility, grade level, classroom ID, school ID, the number of days each student was absent, and the total number of school days each student was registered in the district. For SWDs, the data include indicators for the thirteen disability classifications defined under IDEA and a primary assigned special education setting. Research Design We begin with a baseline model, where being chronically absent (i.e., missing 10% or more of the school year) is regressed on an indicator for being a SWD, controlling for grade and year. We build on this model by first including demographic control variables, then school fixed effects, and finally classroom fixed effects. We then explore this model for differences by type of classroom setting as well as by type of disability. Findings Chronic absenteeism is considerably higher for SWDs than GENs in traditional schools, and there is important heterogeneity by disability classifications. Specifically, students with emotional disturbances exhibit extremely high rates of chronic absenteeism and the largest group of SWDs, students with learning disabilities, have quite high rates as well. Further, SWDs in GEN-majority classrooms are less likely to be chronically absent than those in SWD-majority classrooms, again with variation by disability. Conclusions As the nationwide trend of providing SWDs with more education in GEN-majority classrooms continues to press forward, our study shows that increasingly GEN-majority settings are associated with fewer absences for SWDs. And while school attendance, among other non-achievement outcomes, are not the primary focus of IDEA, our findings point to how some school settings might be beneficial to some but put others at risk.

Tapping the Principal Pipeline

2011 ◽  
Vol 47 (5) ◽  
pp. 695-727 ◽  
Author(s):  
Jeannie Myung ◽  
Susanna Loeb ◽  
Eileen Horng
Keyword(s):  
Public Schools ◽  
Fixed Effects ◽  
School Leaders ◽  
Leadership Competencies ◽  
Management Plan ◽  
School Level ◽  
Dade County ◽  
Leadership Potential ◽  
Principal Candidates ◽  
School Year

Purpose: In light of the difficulty many districts face finding quality principal candidates, this article explores an informal recruitment mechanism of teachers to become principals, which the authors call tapping. The authors assess the extent to which current teachers are being approached by school leaders to consider leadership and whether this tapping prompts these teachers to consider pursuing leadership positions. Research Design: This study uses survey and administrative data on teachers and principals from the Miami-Dade County Public Schools from the 2007–2008 school year. The authors describe the extent to which principals tap teachers to become school leaders. They use multiple regression with and without school fixed effects to model which teachers are most likely to be tapped and which principals are most likely to tap teachers. They also estimate the extent to which tapping is effective at motivating teachers to become school leaders. Findings: A vast majority of principals report having been tapped by their own principal when they were teachers. The authors find that principals tend to tap teachers who feel better equipped to take on the principalship and who have more school-level leadership experience, but they also disproportionately tap teachers who are male and share their ethnicity. Conclusions: The findings provide evidence that principals are capable of effectively identifying and encouraging teachers with strong leadership potential to enter the principal pipeline, although additional training and a succession management plan may help ensure that teachers are selected based on clear leadership competencies.

The Timing of Teacher Hires and Teacher Qualifications: Is There an Association?

2012 ◽  
Vol 114 (12) ◽  
pp. 1-29 ◽  
Author(s):  
Mimi Engel
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Fixed Effects ◽  
Master's Degree ◽  
Teacher Qualifications ◽  
Urban Districts ◽  
School Year ◽  
Master’S Degree ◽  
The Relationship ◽  
New Hires

Background Case studies suggest that late hiring timelines are common in large urban school districts and result in the loss of qualified teachers to surrounding suburbs. To date, however, there has been no large-scale quantitative investigation of the relationship between the timing of teacher hires and teacher qualifications. Purpose This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master's degree, and selectivity of undergraduate institution. Research Design Nationally representative cross-sectional data collected by the National Center for Education Statistics are used. Data Analysis The study uses data on school districts, public schools, and teachers from the 1999–2000 Schools and Staffing Survey. Secondary data are analyzed using multiple regression, including labor market fixed effects, to estimate the relationship between the timing of teacher hires and teacher qualifications. Results On average, districts hire 45% of their new teachers late—during the second half of summer and once the school year has already begun. Late hiring is more pervasive in urban and low-socioeconomic-status districts where over half of new hires take place during this late period. In urban districts, fully one fifth of new hires are made once the school year has already begun. The proportion of teachers hired late, however, does not predict the Barron's ratings of teachers’ undergraduate institutions, certification, or master's degree. Conclusions Although descriptive results indicate that late hiring is pervasive and more pronounced in urban districts, analyses do not provide evidence supporting the notion that earlier hiring is associated with hiring better credentialed teachers. Despite these null results, it is important to remember that late hires are still likely to cause problems for students, as well as for teachers, schools, and districts.

scholarly journals Are Teacher Absences Worth Worrying About in the United States?

2009 ◽  
Vol 4 (2) ◽  
pp. 115-149 ◽  
Author(s):  
Charles T. Clotfelter ◽  
Helen F. Ladd ◽  
Jacob L. Vigdor
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Low Income ◽  
Fixed Effects ◽  
The United States ◽  
Elementary Grades ◽  
School Year ◽  
Teacher Absences ◽  
The Impact ◽  
Income Quartile

Using detailed data from North Carolina, we examine the frequency, incidence, and consequences of teacher absences in public schools as well as the impact of a policy designed to reduce absences. The incidence of teacher absences is regressive: when schools are ranked by the fraction of students receiving free or reduced price lunches, teachers in the lowest income quartile average almost one extra sick day per school year than teachers in the highest income quartile, and schools with persistently high rates of teacher absence were much more likely to serve low-income than high-income students. In regression models incorporating teacher fixed effects, absences are associated with lower student achievement in elementary grades. Finally, we present evidence that the demand for discretionary absences is price elastic. Our estimates suggest that a policy intervention that simultaneously raises teacher base salaries and broadens financial penalties for absences could both raise teachers' expected incomes and lower districts' expected costs.

A good school is good for students of all abilities

2020 ◽  
Vol 102 (3) ◽  
pp. 18-22
Author(s):  
Lauren Morando Rhim
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Learning Needs ◽  
School Year ◽  
Disabilities Education Act ◽  
Good School ◽  
Good For ◽  
Education Act ◽  
Effective Inclusion ◽  
Good Schools

A school cannot be “good” unless it is good for all students — including those with disabilities. In the 2018-19 school year, 14% of students in U.S. public schools received special education services under the Individuals with Disabilities Education Act, yet effective inclusion of students with disabilities is too often an afterthought. Lauren Morando Rhim describes how good schools recognize and embrace the unique learning needs of students with disabilities, creating an environment in which all students can thrive.

Exploring the Links Between Student and Classmate Chronic Absenteeism

2020 ◽  
Vol 122 (12) ◽  
pp. 1-28
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey ◽  
Christopher S. Ozuna
Keyword(s):  
Fixed Effects ◽  
Spillover Effects ◽  
Probability Models ◽  
Spring Semester ◽  
School Factors ◽  
Chronic Absenteeism ◽  
Educational Stakeholders ◽  
School Year ◽  
Linear Probability ◽  
Time Varying Covariates

Background In efforts to address chronic absenteeism, educational stakeholders have begun to focus on which school factors might link to how and if students miss school. One underexplored area within school is the context of the classroom and, namely, the spillover effects of peers. This study examined whether students were more likely to be chronically absent when they had a chronically absent classmate. Research Questions (1) In elementary school, does having chronically absent classmates in the fall influence individual students’ absences in the spring of that same year? (2) Does this differ by the classroom proportion of chronically absent classmates? Subjects This study used administrative data from an urban school district in California. The district consisted of 13 public elementary schools. From these schools, the analytic sample contained N = 14,891 student observations from 2011 to 2014. Research Design This study examined whether a student was more likely to be chronically absent in the spring semester of the school year if they had a chronically absent classmate in the fall. We employed linear probability models with multiple fixed effects and time-varying covariates. Errors were clustered at the classroom level. Findings We found that students were more likely to be chronically absent in the spring when their classmates were absent in the fall. This finding was consistent across model specifications. Conclusions This finding supports previous research, highlights the value of promoting fall attendance, and aligns with current national, fall-based attendance-boosting policies and programs. When taken together with the idea that absences affect not only the absent child, but also raise the chance of other students being absent, it becomes even more crucial for administrators and policymakers to make informed decisions to address chronic absenteeism.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism

2021 ◽  
Vol 35 (2) ◽  
pp. 213-234 ◽  
Author(s):  
Joshua Childs ◽  
Richard Lofton
Keyword(s):  
School Choice ◽  
Education Policy ◽  
Educational Outcomes ◽  
Teaching And Learning ◽  
School Attendance ◽  
Wicked Problem ◽  
Chronic Absenteeism ◽  
Policy Responses ◽  
Comprehensive Education ◽  
Opportunity Gaps

Traditionally, education policy focuses on reforms that address class size, teaching and learning within classrooms, school choice, and changes in leadership as ways to improve students’ educational outcomes. Although well intentioned, education policy can distract from the multi-layered causes that impact achievement and opportunity gaps, and how students’ life circumstances can affect their school attendance. Students who miss school frequently are less likely to be impacted by even the most robust and comprehensive education reforms. This paper discusses how the root causes of chronic absenteeism are complex and that policy distractions can stifle solutions to solve school attendance issues. As a wicked problem, chronic absenteeism, requires a conceptual framework that helps to organize policy responses within all levels of the educational system, as well as expansive to include other social sectors within public policy.

Disparities Across Time: Exploring Absenteeism Patterns between Cohorts of Students with Disabilities

2020 ◽  
Vol 122 (11) ◽  
pp. 1-32
Author(s):  
Michael A. Gottfried ◽  
Vi-Nhuan Le ◽  
J. Jacob Kirksey
Keyword(s):  
Students With Disabilities ◽  
Social Needs ◽  
Data Sets ◽  
Chronic Absenteeism ◽  
Data Set ◽  
Full Day Kindergarten ◽  
Effective Interventions ◽  
Nationally Representative ◽  
Single Data ◽  
Over Time

Background It is of grave concern that kindergartners are missing more school than students in any other year of elementary school; therefore, documenting which students are absent and for how long is of upmost importance. Yet, doing so for students with disabilities (SWDs) has received little attention. This study addresses this gap by examining two cohorts of SWDs, separated by more than a decade, to document changes in attendance patterns. Research Questions First, for SWDs, has the number of school days missed or chronic absenteeism rates changed over time? Second, how are changes in the number of school days missed and chronic absenteeism rates related to changes in academic emphasis, presence of teacher aides, SWD-specific teacher training, and preschool participation? Subjects This study uses data from the Early Childhood Longitudinal Study (ECLS), a nationally representative data set of children in kindergarten. We rely on both ECLS data sets— the kindergarten classes of 1998–1999 and 2010–2011. Measures were identical in both data sets, making it feasible to compare children across the two cohorts. Given identical measures, we combined the data sets into a single data set with an indicator for being in the older cohort. Research Design This study examined two sets of outcomes: The first was number of days absent, and the second was likelihood of being chronically absent. These outcomes were regressed on a measure for being in the older cohort (our key measure for changes over time) and numerous control variables. The error term was clustered by classroom. Findings We found that SWDs are absent more often now than they were a decade earlier, and this growth in absenteeism was larger than what students without disabilities experienced. Absenteeism among SWDs was higher for those enrolled in full-day kindergarten, although having attended center-based care mitigates this disparity over time. Implications are discussed. Conclusions Our study calls for additional attention and supports to combat the increasing rates of absenteeism for SWDs over time. Understanding contextual shifts and trends in rates of absenteeism for SWDs in kindergarten is pertinent to crafting effective interventions and research geared toward supporting the academic and social needs of these students.

How Can Preservice Teaching Programs Help New Teachers Feel Prepared to Address Absenteeism?

2020 ◽  
Vol 122 (5) ◽  
pp. 1-28
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey ◽  
Ethan Hutt
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
New Teachers ◽  
Fixed Effects ◽  
Teacher Licensure ◽  
Current Crisis ◽  
Chronic Absenteeism ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Teaching Candidates

Background Though policy makers are beginning to hold schools accountable for reducing chronic absenteeism, little attention has been paid to the role of teachers. No known study has examined whether rising cohorts of new teachers feel prepared to address this challenge. This is particularly problematic given that teachers with less experience tend to be less efficacious at reducing students’ absences. Research Questions (1) Do newly graduating teachers feel as if they have sufficient knowledge about chronic absenteeism? (2) Do newly graduating teachers feel prepared to address absenteeism? (3) Do these perceptions differ by elementary versus secondary preservice graduates? Subjects Our study collected survey data from the 2017–2018 graduating cohort of general education teacher candidates from a statewide university system in California. This system prepares, on average, 800 teaching candidates a year, and all general education candidates participate in teacher licensure. We surveyed the teaching candidates in the 2017–2018 graduating cohort from these campuses and had a response rate of 60%. Survey measures included teacher background data and perceptions of the effectiveness of their preparation programs, knowledge of absenteeism, and perceived ability to address absenteeism. Research Design We began with a baseline model in which our outcome measures (knowledge and ability to address absenteeism) were regressed on teachers’ background characteristics and perceptions of the efficacy of their preparation programs. We augmented this model by including university fixed effects, such that we only explore variation within program rather than across universities. Results Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it. The results were differentiated by elementary versus secondary candidates. Conclusions Given our students’ extreme rate of missing school days, it is of immediate importance to determine if we are preparing our nation's newest teachers to help address the current crisis. Our study fills this gap by looking at the influence that teacher education programs (specifically teacher licensure requirements) might have in contributing to teachers’ perceptions of being prepared to graduate and attend to attendance.

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