Chronic absenteeism is studied as a factor in student achievement over two years, with the 10 percent absence threshold questioned as a trigger point for action¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Chronic absenteeism is associated with student achievement over a two-year period, and the article raises whether missing 10% of school days is too late a point at which to take action. → NWEA Research 2019
Evidence¶
NWEA Research 2019¶
NWEA Research. (2019). Absenteeism and achievement. Research brief. https://www.nwea.org/research/publication/absenteeism-and-achievement/
q2 · i? · associational · r?
The brief's own description states the study explores "the impact of chronic absenteeism on student achievement over two years" in partnership with Santa Ana Unified School District, and asks whether the 10% absence threshold is too late for action. No findings, sample sizes, or effect sizes are printed on the page.
"In partnership with Santa Ana Unified School District, we explore the impact of chronic absenteeism on student achievement over two years and whether missing 10% of days is too late to take action."
Discussion¶
Related Claims¶
- Attendance in pre-kindergarten and kindergarten is important, and early-grade chronic absenteeism has identifiable risk factors — a broader claim this one bears on
- Students chronically absent for multiple years between preschool and second grade have significantly lower second-grade reading outcomes, approaching the threshold for needing intensive reading intervention — related
- Asthma linked to poor indoor air quality is a causal chain from facilities to chronic absenteeism and lower achievement — related
- Excused-unexcused absence distinctions show few outcome differences and delay intervention — related
- Students chronically absent (10%+) in the prior year start the following school year 0.22 to 0.47 SDs lower in mathematics than peers with no prior-year absences — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
chronic-absenteeism-achievement-two-year-impact |
title |
Chronic absenteeism is studied as a factor in student achievement over two years, with the 10 percent absence threshold questioned as a trigger point for action |
description |
Chronic absenteeism is studied as a factor in student achievement over two years, with the 10 percent absence threshold questioned as a trigger point for action |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nwea-research-2019 |
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