Nicole E. Smerillo|Arthur J. Reynolds|Judy A. Temple|Suh Ruu Ou
Chronic absence, eighth-grade achievement, and high school attainment in the Chicago Longitudinal Study
University of Minnesota System|University of Minnesota System|University of Minnesota System|University of Minnesota System
although commonly reported average daily attendance chronic absence data may significant importance understanding student success using data 1148 participants chicago longitudinal study assessed associations chronic absence early middle grades grades fourth sixth eighthgrade achievement three measures high school attainment including fouryear graduation diploma graduation diploma age 21 high school completion age 21 rate chronic absenteeism defined students missing approximately 14 days school year 15 using ordinary least squares probit regression inverseprobabilityweighting regressionadjustment methods ipwra results indicated chronic absence early middle grades negatively associated 017 eighthgrade math achievement reduced probability fouryear graduation diploma 18 percentage points graduation diploma age 21 17 percentage points high school completion age 21 11 percentage points ipwra yielded similar estimates coefficients varied subgroup males children mothers completed high school experiencing detrimental effects associations chronic absence outcomes important understand school interventions practices begin early effective reducing prevalence absenteeism