Journal article
Jing Liu, Susanna Loeb
Journal of Human Resources, vol. 56, University of Wisconsin Press, 2021, pp. 343--379
Journal of Human Resources, vol. 56, University of Wisconsin Press, 2021, pp. 343--379
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APA
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Liu, J., & Loeb, S. (2021). Engaging teachers: Measuring the impact of teachers on student attendance in secondary school. Journal of Human Resources, 56, 343–379. https://doi.org/10.3368/jhr.56.2.1216-8430r3
Chicago/Turabian
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Liu, Jing, and Susanna Loeb. “Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School.” Journal of Human Resources 56 (2021): 343–379.
MLA
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Liu, Jing, and Susanna Loeb. “Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School.” Journal of Human Resources, vol. 56, University of Wisconsin Press, 2021, pp. 343–79, doi:10.3368/jhr.56.2.1216-8430r3.
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@article{liu2021a,
title = {Engaging teachers: Measuring the impact of teachers on student attendance in secondary school},
year = {2021},
journal = {Journal of Human Resources},
pages = {343--379},
publisher = {University of Wisconsin Press},
volume = {56},
doi = {10.3368/jhr.56.2.1216-8430r3},
author = {Liu, Jing and Loeb, Susanna}
}
On average, secondary school students in the United States are absent from school three weeks per year. For this study, we are able to link middle and high school teachers to the class-attendance of students in their classrooms and create measures of teachers’ contributions to student class-attendance. We find systematic variation in teacher effectiveness at reducing unexcused class absences. These differences across teachers are as stable as those for student achievement, but teacher effectiveness on attendance only weakly correlates with their effects on achievement. A high value-added to attendance teacher has a stronger impact on students’ likelihood of finishing high school than does a high value-added to achievement teacher. Moreover, high value-added to attendance teachers can motivate students to pursue higher academic goals. These positive effects are particularly salient
for low-achieving and low-attendance students.
for low-achieving and low-attendance students.
