Absent Peers, Present Challenges: The Differential Impact of In-Person and Virtual Classmate Absences on Future Attendance

dc.creatorKirksey, J Jacob
dc.creatorGottfried, Michael A.
dc.creatorAnsari, Arya
dc.creatorLansford, Teresa
dc.creator.orcidKirksey ORCiD: 0000-0003-1459-7947 Gottfried ORCiD: 0000-0002-4396-0576 Ansari ORCiD: 0000-0001-5033-9668 Lansford ORCiD: 0000-0001-5689-8137
dc.date.accessioned2024-03-13T20:07:39Z
dc.date.available2024-03-13T20:07:39Z
dc.date.issued2024-03-13
dc.description.abstractPolicymakers and educational leaders across state and federal agencies have invested considerable effort in identifying how schools can both mitigate and exacerbate student absenteeism. Despite extensive research into school-level characteristics and programs, there remains a notable gap in understanding the impact of classroom-level factors on absenteeism. This study investigates how classmates' absences impact student absenteeism in four Texas school districts, analyzing both in-person and virtual contexts. Using a novel approach that accounts for day-to-day attendance variation, findings indicate that in-person absenteeism among peers significantly increases a student's absenteeism, with effects lasting up to three days, regardless of achievement levels. However, virtual absenteeism showed no similar impact, highlighting distinct absenteeism dynamics in virtual environments. Amid COVID-19 disruptions, this underscores the need for interventions addressing absenteeism across varied learning settings, offering insights for policymakers and educators in navigating the challenges of both physical and virtual classroom dynamics.
dc.identifier.urihttps://hdl.handle.net/2346/97718
dc.relation.ispartofseriesWorking Paper; No. 01-003
dc.titleAbsent Peers, Present Challenges: The Differential Impact of In-Person and Virtual Classmate Absences on Future Attendance
dc.typeWorking Paper

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