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Experimental Estimates of the Student Attendance Production Function
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- Author(s): Tran, Long (ORCID
Tran, Long (ORCID 0000-0003-3271-3040 ); Gershenson, Seth- Language:
English- Source:
Educational Evaluation and Policy Analysis. Jun 2021 43(2):183-199.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 17
- Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 3 - Subject Terms:
- Subject Terms:
- Accession Number: 10.3102/0162373720984463
- ISSN: 0162-3737
- Abstract: Student attendance is both a critical input and intermediate output of the education production function. However, the malleable classroom-level determinants of student attendance are poorly understood. We estimate the causal effect of class size, class composition, and observable teacher qualifications on student attendance by leveraging the random classroom assignments made by Tennessee's Student/Teacher Achievement Ratio (STAR) Project class size experiment. A 10-student increase in class size increases the probability of being chronically absent by about 3 percentage points (21%). For Black students, random assignment to a Black teacher reduces the probability of chronic absence by 3.1 percentage points (26%). However, naive mediation analyses suggest that attendance is not a mechanism through which class size and same-race teachers improve student achievement.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1293975
- Availability:
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