Working Paper: NBER ID: w13648
Authors: Charles T. Clotfelter; Helen F. Ladd; Jacob L. Vigdor
Abstract: Using detailed data from North Carolina, we examine the frequency, incidence, and consequences of teacher absences in public schools, as well as the impact of an absence disincentive policy. The incidence of teacher absences is regressive: schools in the poorest quartile averaged almost one extra sick day per teacher than schools in the highest income quartile, and schools with persistently high rates of teacher absence were much more likely to serve low-income than high-income students. In regression models incorporating teacher fixed effects, absences are associated with lower student achievement in elementary grades. Finally, we present evidence that the demand for discretionary absences is price-elastic. Our estimates suggest that a policy intervention that simultaneously raised teacher base salaries and broadened financial penalties for absences could both raise teachers' expected income and lower districts' expected costs.
Keywords: No keywords provided
JEL Codes: I21
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Absences Covered by Uncertified Substitutes (J22) | Larger Declines in Student Achievement (I21) |
| Absences in Second Half of Academic Year (J22) | More Pronounced Impact on Student Learning (I24) |
| Policies to Reduce Absences (J22) | Improve Educational Equity and Efficiency (I24) |
| Teacher Absences (J22) | Lower Student Achievement (I24) |
| Teacher Absences (J22) | Lower Math Test Scores (C29) |
| Teacher Absences (J22) | Significant Negative Impact on Student Achievement (I24) |