The influence of absenteeism on eighth-graders' math achievement: Performance disadvantage experienced by eighth-graders on the 2015 NAEP mathematics assessment, by group and by number of days missed in the month prior to the assessment, relative to students in the same group with perfect attendance in the prior month (standard deviations)
| 1–2 days | 3–4 days | 5–10 days | More than 10 days | ||
|---|---|---|---|---|---|
| All students | All students | -0.10*** | -0.29*** | -0.39*** | -0.64*** |
| (0.01) | (0.01) | (0.02) | (0.04) | ||
| By gender | Girl | -0.12*** | -0.30*** | -0.38*** | -0.65*** |
| (0.01) | (0.02) | (0.03) | (0.06) | ||
| Boy | -0.09*** | -0.27*** | -0.39*** | -0.62*** | |
| (0.01) | (0.02) | (0.03) | (0.05) | ||
| By race/ethnicity | White | -0.09*** | -0.27*** | -0.36*** | -0.61*** |
| (0.01) | (0.02) | (0.03) | (0.06) | ||
| Black | -0.11*** | -0.30*** | -0.36*** | -0.63*** | |
| (0.02) | (0.03) | (0.04) | (0.07) | ||
| Hispanic ELL | -0.13** | -0.33*** | -0.43*** | -0.55*** | |
| (0.05) | (0.07) | (0.10) | (0.15) | ||
| Hispanic non-ELL | -0.11*** | -0.32*** | -0.41*** | -0.74*** | |
| (0.02) | (0.03) | (0.05) | (0.07) | ||
| Asian ELL | -0.31** | -0.51** | -0.58 | -1.68*** | |
| (0.13) | (0.22) | (0.43) | (0.57) | ||
| Asian non-ELL | -0.06 | -0.13 | -0.51*** | -0.50*** | |
| (0.05) | (0.10) | (0.16) | (0.15) | ||
| Other | -0.13*** | -0.21*** | -0.38*** | -0.58*** | |
| (0.04) | (0.05) | (0.08) | (0.13) | ||
| By FRPL eligibility | Not eligible for FRPL | -0.09*** | -0.27*** | -0.36*** | -0.63*** |
| (0.01) | (0.02) | (0.03) | (0.07) | ||
| Reduced-price-lunch-eligible | -0.16*** | -0.33*** | -0.45*** | -0.76*** | |
| (0.04) | (0.06) | (0.09) | (0.12) | ||
| Free-lunch-eligible | -0.11*** | -0.29*** | -0.39*** | -0.63*** | |
| (0.01) | (0.02) | (0.03) | (0.05) | ||
| By IEP status | Not IEP-eligible | -0.11*** | -0.30*** | -0.40*** | -0.66*** |
| (0.01) | (0.01) | (0.02) | (0.04) | ||
| Has an IEP | -0.05* | -0.21*** | -0.31*** | -0.52*** | |
| (0.03) | (0.04) | (0.06) | (0.08) |
*** p < 0.01; ** p < 0.05; * p < 0.1
Notes: Students are grouped by gender, race/ethnicity and ELL status, FRPL eligibility, and IEP status. ELL stands for English language learner; IEP stands for individualized education program (learning plan designed for each student who is identified as having a disability); and FRPL stands for free or reduced-price lunch (federally funded meal programs for students of families meeting certain income guidelines). Estimates for the “All students” sample are obtained after controlling for race/ethnicity, poverty status, gender, IEP status, and ELL status; for the racial/ethnic composition of the student’s school; and for the share of students in the school who are eligible for FRPL (a proxy for school socioeconomic composition). For each group, controls that are not used to identify the group are included (for example, for black students, estimates control for poverty status, gender, IEP status, and ELL status; for the racial/ethnic composition of the student’s school; and for the share of students in the school who are eligible for FRPL; etc.)
Source: EPI analysis of National Assessment of Educational Progress microdata, 2015