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Executive Summary
Absent Peers in Elementary Years: The Negative Classroom Effects of Unexcused Absences on Standardized Testing Outcomes by Michael A. Gottfried - 2011To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- How Do School Peers Influence Student Educational Outcomes? Theory and Evidence From Economics and Other Social Sciences
- The Determinants of Educational Outcomes: The Impact of Families, Peers, Teachers, and Schools
- Goals, Grades, Fears, and Peers. Introductory Essay for Special Issues on the Effects of School and Classroom Racial and SES Composition on Educational Outcomes
- Young People’s Interpersonal Relationships and Academic and Nonacademic Outcomes: Scoping the Relative Salience of Teachers, Parents, Same-Sex Peers, and Opposite-Sex Peers
- Test the Instruction, Not the Kids
- SAT Wars: The Case for Test-Optional College Admissions
- Teaching to and Beyond the Test: The Influence of Mandated Accountability Testing in One Social Studies Teacher’s Classroom
- Testing Wars in the Public Schools: A Forgotten History
- Peer Contexts: Do Old for Grade and Retained Peers Influence Student Behavior in Middle School?
- Tenuous Findings, Tenuous Policies
- Student Absences: How They Hurt and What Works
- The Association Between Standards-Based Grading and Standardized Test Scores in a High School Reform Model
- The ACT as a Gateway to Postsecondary Opportunity For Low-Income Students
- Why We All Need to Take Standardized Tests Before We Inflict Them on Students
- The Influence of Teacher and Peer Relationships on Students' Classroom Engagement and Everyday Motivational Resilience
- The Global Testing Culture
- Beyond Testing: Seven Assessments of Students and Schools More Effective Than Standardized Tests
- The Limitations of Standardized Test Scores for Educational Equity
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- Michael Gottfried
Loyola Marymount University
E-mail Author
MICHAEL A. GOTTFRIED, PhD, is an assistant professor of urban education at Loyola Marymount University. He is also an adjunct policy researcher in the education division at RAND. His research interests pertain to issues in urban education, including: school quality and effectiveness, classroom peer effects, and attendance and truancy. Recent articles include: The detrimental effects of missing school: Evidence from urban siblings (American Journal of Education); and Evaluating the relationship between student attendance and achievement in urban elementary and middle schools: An instrumental variables approach (American Educational Research Journal).
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