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School absenteeism and academic achievement: Does the timing of the absence matter?
Keppens,Gil
Keppens,Gil
Abstract
A large body of research demonstrates that school absenteeism is detrimental to learning, academic achievement and educational outcomes. However, questions remain whether this relationship varies according to the timing and reasons of absenteeism. Using time-stamped administrative school attendance data among 62,841 students enrolled in secondary education, this study examined whether the association between school absenteeism and student's examination results at the end of the school year varies with the timing and reasons of absenteeism. The findings show that unexcused absenteeism, sickness absenteeism and school exclusion all have a negative impact on student's academic achievement. In addition, the findings suggested that unexcused absenteeism is more harmful at the beginning of the school year and at the end of the school year. Sickness absenteeism seems also more harmful at the end of the school year. In the discussion I elaborate on the implications of these findings for policy and practice.
Description
This study has received funding from the FWO under the Postdoctoral Fellow - grant agreement No 12Z9121N.
Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
Research Projects
Organizational Units
Journal Issue
Keywords
Academic achievement, Education policy, School attendance problems, Secondary education, SDG 4 - Quality Education
Citation
Keppens, G 2023, 'School absenteeism and academic achievement : Does the timing of the absence matter?', Learning and Instruction, vol. 86, 101769. https://doi.org/10.1016/j.learninstruc.2023.101769
License
info:eu-repo/semantics/openAccess