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Executive Summary
January 7, 1998
Investigating possible effects of student and teacher attendance on measures of student achievement required calculating individual student attendance rates for all students in the District as well as teacher attendance rates for all teachers in the District. Student attendance rate was calculated as the percentage of scheduled classes attended throughout the school year (1996-97). Teacher attendance was calculated as the percentage of instructional time attended throughout the year. Student academic achievement was measured using the Stanford 9.
An analysis of variance (ANOVA) was conducted to test for differences in academic achievement between students and teachers with good and poor attendance. Students and teachers were divided into two groups based on their attendance rates. Teachers with greater than 94% instructional time and less than 93% instructional time defined the upper and lower attendance groups respectively, and students with greater than 95% class time and less than 95% class time defined the upper and lower groups respectively.
A Comparison of achievement scores between students with high and low teacher absence rates yielded statistically significant differences. Students attending classes with high teacher attendance rates scored an average of two to three NCE points higher than students attending classes with low teacher attendance rates (Figure 1). Although students attending classes with high teacher attendance rates scored significantly higher in Reading, Mathematics and Language compared to students attending classes with low teacher attendance rates, the strength of association (correlation) was quite low between teacher attendance rate and student performance on the Stanford 9 (Table 1).
Comparing achievement scores between students with good and poor attendance rates produced more dramatic differences in student achievement compared to teacher attendance rates (Figure 2). In addition to larger mean differences in achievement scores, the strength of association between student attendance and achievement scores was also greater (Table 2).
The greatest differences in student achievement were found between students with poor attendance in classes with poor teacher attendance compared to students with good attendance attending classes with good teacher attendance (Figure 3).
Analysis of the relationship between student and teacher attendance rates and student achievement suggested that poor teacher attendance combined with poor student attendance yielded the lowest Stanford 9 scores followed by poor student attendance alone and poor teacher attendance alone. That is, poor teacher attendance alone appeared to have the smallest impact on student achievement.
The Appendix presents a roster of schools rank ordered on teacher attendance from highest to lowest average attendance rates.
ANOVA Results for Student Performance on the
Stanford 9 by Teacher Attendance (N = 29780)
Teacher |
Stanford 9 (NCE) |
||
Attendance |
Reading |
Mathematics |
Language |
High Attendance Group |
49.37 |
48.04 |
46.71 |
Low Attendance Group |
46.88 |
46.14 |
44.12 |
Strength of Association Between Teacher Attendance
And Student Performance on the Stanford 9
N=28099
Variable |
Stanford 9 |
||
Reading |
Mathematics |
Language |
|
Teacher Attendance |
.04 (.0016%) |
.05 (.0025%) |
.05 (.0025%) |
ANOVA Results for Student Performance on the
Stanford 9 by Student Attendance (N = 36206)
Student |
Stanford 9 (NCE) |
||
Attendance |
Reading |
Mathematics |
Language |
| High Attendance Group | 50.66 |
50.62 |
48.38 |
| Low Attendance Group | 45.33 |
43.54 |
42.03 |
Strength of Association Between Student Attendance
And Student Performance on the Stanford 9
Variable |
Stanford 9 |
||
Reading |
Mathematics |
Language |
|
| Student Attendance | .16 (2.6%) |
.20 (4.0%) |
.18 (3.2%) |
ANOVA Results for Student Performance on the
Stanford 9 by Student and Teacher Attendance (N = 15336)
Student & Teacher |
Stanford 9 (NCE) |
||
Attendance |
Reading |
Mathematics |
Language |
| High Attendance Group | 51.76 |
51.53 |
49.52 |
| Low Attendance Group | 44.25 |
42.76 |
40.84 |
Strength of Association Between Student and Teacher
Attendance and Student Performance on the Stanford 9
Variable |
Stanford 9 (NCE) |
||
Reading |
Mathematics |
Language |
|
Teacher Attendance |
.11 (1.2%) |
.14 (2.0%) |
.13 (1.7%) |
Student Attendance |
.21 (4.4%) |
.23 (5.3%) |
.23 (5.3%) |
ANOVA Results for Student Performance on the
Stanford 9 by Teacher and Student Attendance
ANOVA Results for Student Performance on the Stanford 9
by Student Attendance and Teacher Attendance
Teachers |
Student Attendance |
|||||
Attendance |
Upper Group |
Lower Group |
||||
Reading |
Math |
Language |
Reading |
Math |
Language |
|
| Upper Group | 52.03 |
52.02 |
49.93 |
47.20 |
44.86 |
44.43 |
| Lower Group | 49.61 |
49.73 |
47.71 |
44.79 |
43.53 |
41.77 |
* All differences were statistically significant at (p < .05)
Upper and lower groups refer to good and poor attendance groups respectively
Plot of the Interaction Between Student and
Teacher Attendance on Stanford 9 Reading Scores
Plot of the Interaction Between Student and
Teacher Attendance on Stanford 9 Math Scores
Upper and lower groups refer to good and poor attendance groups respectively
Plot of the Interaction Between Student and
Teacher Attendance on Stanford 9 Language Scores
Upper and lower groups refer to good and poor attendance groups respectively
Teacher Attendance by School
Rank Ordered from Highest to Lowest
School |
Teacher Attendance |
| Homebound | 99.6 |
| Rincon Connection | 98.9 |
| Teleteaching | 98.7 |
| Jr. High Accommodations | 98.3 |
| Project MORE | 97.6 |
| Project PASS | 97.3 |
| PACE Alternative HS. | 97.1 |
| Southwest Alternative | 97.0 |
| Whitmore | 95.9 |
| Erickson | 95.8 |
| Ganoung | 95.7 |
| Richey | 95.0 |
| Roskruge | 94.9 |
| Wrightstown | 94.8 |
| Magee | 94.8 |
| Hughes | 94.7 |
| Lyons | 94.7 |
| Reynolds | 94.7 |
| Davis | 94.6 |
| Urquides | 94.6 |
| Howenstine | 94.6 |
| Menlo Park | 94.5 |
| Alternative 2 (TAP) | 94.4 |
| Hollinger | 94.3 |
| Maldonado | 94.3 |
| Pueblo Gardens | 94.3 |
| Rose | 94.3 |
| Palo Verde Magnet | 94.3 |
| Myers | 94.2 |
| Borman | 94.1 |
| Collier | 94.1 |
| Schumaker | 94.1 |
| Sabino | 94.1 |
| Johnson | 93.9 |
| Rogers | 93.9 |
| Doolen | 93.9 |
| Fickett Magnet | 93.9 |
| Manzo | 93.8 |
| Marshall | 93.8 |
| Robison | 93.8 |
| Wright | 93.7 |
| Lawrence | 93.6 |
| Miles - E. L. C. | 93.6 |
School |
Teacher Attendance |
| Van Horne | 93.6 |
| Mansfeld | 93.6 |
| SLIC | 93.5 |
| Kellond | 93.5 |
| Lynn | 93.5 |
| White | 93.5 |
| Secrist | 93.5 |
| Grijalva | 93.4 |
| Carson | 93.4 |
| Maxwell | 93.4 |
| Catalina Magnet | 93.4 |
| Dunham | 93.3 |
| SolengTom | 93.3 |
| Cholla Magnet | 93.3 |
| University | 93.3 |
| Davidson | 93.2 |
| Dietz | 93.2 |
| Smith | 93.2 |
| Van Buskirk | 93.2 |
| Wheeler | 93.2 |
| Valencia | 93.2 |
| Cavett | 93.1 |
| Sewell | 93.1 |
| Tully | 93.0 |
| Bonillas | 92.8 |
| Howell | 92.8 |
| Blenman | 92.7 |
| Duffy | 92.7 |
| Bilingual Magnet | 92.7 |
| Vesey | 92.6 |
| Henry | 92.5 |
| Tolson | 92.5 |
| Naylor | 92.5 |
| Safford Magnet | 92.5 |
| Pueblo Magnet | 92.5 |
| Sahuaro | 92.5 |
| Pistor | 92.4 |
| Tucson Magnet | 92.3 |
| Townsend | 92.2 |
| Corbett | 92.0 |
| Robins | 91.9 |
| Warren | 91.9 |
| Wakefield | 91.8 |
| Project RISE | 91.8 |
| Fort Lowell | 91.7 |
| Fruchthendler | 91.7 |
| Hudlow | 91.7 |
| Roberts | 91.7 |
| Steele | 91.7 |
School |
Teacher Attendance |
| Bloom | 91.6 |
| Mission View | 91.6 |
| Ochoa | 91.4 |
| Rincon | 91.4 |
| Cragin | 91.2 |
| Borton | 91.1 |
| Brichta | 91.1 |
| Keen | 91.1 |
| Carrillo | 90.9 |
| Gale | 90.8 |
| Utterback Magnet | 90.8 |
| Vail | 90.6 |
| Miller | 90.4 |
| Ford | 90.2 |
| Gridley | 90.0 |
| Santa Rita | 89.8 |
| Jefferson Park | 89.6 |
| Booth | 89.2 |
| Drachman | 88.9 |
| Dodge Magnet | 88.5 |
| Hohokam | 88.4 |
| Safford | 87.2 |
| Lineweaver | 86.9 |
| Holladay | 84.4 |