Do worker absences affect productivity? The case of teachers

Miller, Raegen T.; Murnane, Richard J.; Willett, John B.

doi:10.1111/j.1564-913x.2008.00024.x

Cited by 42 publications

(31 citation statements)

References 13 publications

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“…22 A more direct solution to the endogeneity problem would be an instrumental variables approach. We explored this using an instrument suggested by Miller et al (2008), the interaction of bad weather with a teacher's commuting distance. Unfortunately, the instrument does not have a statistically significant first stage.…”

Section: Regression Specifications and Empirical Estimatesmentioning

confidence: 99%

“…Miller, Murnane, and Willett (2008) and Clotfelter, Ladd, and Vigdor (2009) estimate the average effect of teacher absence on student achievement using a teacher fixed effects approach. Duflo and Hanna (2005) document the negative impact of teacher absences on student achievement using a randomized control trial in rural India, where substitutes are not used to replace absent teachers.…”

mentioning

confidence: 99%

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Worker Absence and Productivity: Evidence from Teaching

Herrmann

Rockoff²

2012

Journal of Labor Economics

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Section: Regression Specifications and Empirical Estimatesmentioning

confidence: 99%

mentioning

confidence: 99%

Worker Absence and Productivity: Evidence from Teaching

Herrmann

Rockoff²

2012

Journal of Labor Economics

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“…Counselors may be very valuable in terms of their preventive cost‐effectiveness if they reduce truancy and criminal behavior. Counselors also seem to improve teacher attendance rates, which should in turn improve student achievement (Miller, Murnane, & Willett, 2008; Clotfelter, Ladd, & Vigdor, 2009; Herrmann & Rockoff, 2009).…”

Section: Counclusionmentioning

confidence: 99%

Schools' mental health services and young children's emotions, behavior, and learning

Reback

2010

J. Pol. Anal. Manage.

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Recent empirical research has found that children's noncognitive skills play a critical role in their own success, young children's behavioral and psychological disorders can severely harm their future outcomes, and disruptive students harm the behavior and learning of their classmates. Yet relatively little is known about wide-scale interventions designed to improve children's behavior and mental health. This is the first nationally representative study of the provision, financing, and impact of school-site mental health services for young children. Elementary school counselors are school employees who provide mental health services to all types of students, typically meeting with students one-on-one or in small groups. Given counselors' nonrandom assignment to schools, it is particularly challenging to estimate the impact of these counselors on student outcomes. First, cross-state differences in policies provide descriptive evidence that students in states with more aggressive elementary counseling policies make greater test score gains and are less likely to report internalizing or externalizing problem behaviors compared to students with similar observed characteristics in similar schools in other states. Next, difference-in-differences estimates exploiting both the timing and the targeted grade levels of states' counseling policy changes provide evidence that elementary counselors substantially influence teachers' perceptions of school climate. The adoption of state-funded counselor subsidies or minimum counselor–student ratios reduces the fraction of teachers reporting that their instruction suffers due to student misbehavior and reduces the fractions reporting problems with students physically fighting each other, cutting class, stealing, or using drugs. These findings imply that there may be substantial public and private benefits derived from providing additional elementary school counselors.

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“…9 The point estimates used in Figure 3 and standard errors from these regressions are provided in Appendix Table A2. 10 Recent estimates of the impact of a teacher absence on student achievement are roughly -0.002 standard deviations (see Miller et al (2008), Clotfelter et al (2009), Herrmann andRockoff (2009)). Even if student absences were ten times as detrimental, one additional absence could explain very little of the achievement decline in middle schools.…”

Section: Differences In Resources and Environment Across Grade Configmentioning

confidence: 99%

Stuck in the middle: Impacts of grade configuration in public schools

Rockoff¹,

Lockwood²

2010

Journal of Public Economics

101

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We examine the implications of separating students of different grade levels across schools for the purposes of educational production. Specifically, we find that moving students from elementary to middle school in 6th or 7th grade causes significant drops in academic achievement. These effects are large (about 0.15 standard deviations), present for both math and English, and persist through grade 8, the last year for which we have achievement data. The effects are similar for boys and girls, but stronger for student s with low levels of initial achievement. We instrument for middle school attendance using the grade range of the school students attended in grade 3, and employ specifications that control for student fixed effects. This leaves only one potential source of bias-correlation between grade range of a student's grade 3 school and unobservable characteristics that cause decreases in achievement precisely when students are due to switch schools-which we view as highly unlikely. We find little evidence that placing public school students into middle schools during adolescence is cost-effective. AbstractWe examine the implications of separating students of different grade levels across schools for the purposes of educational production. Specifically, we find that moving students from elementary to middle school in 6 th or 7 th grade causes significant drops in academic achievement. These effects are large (about 0.15 standard deviations), present for both math and English, and persist through grade 8, the last year for which we have achievement data. The effects are similar for boys and girls, but stronger for students with low levels of initial achievement. We instrument for middle school attendance using the grade range of the school students attended in grade 3, and employ specifications that control for student fixed effects. This leaves only one potential source of bias-correlation between grade range of a student's grade 3 school and unobservable characteristics that cause decreases in achievement precisely when students are due to switch schools-which we view as highly unlikely. We find little evidence that placing public school students into middle schools during adolescence is cost-effective.

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Do worker absences affect productivity? The case of teachers

Cited by 42 publications

References 13 publications

Worker Absence and Productivity: Evidence from Teaching

Worker Absence and Productivity: Evidence from Teaching

Schools' mental health services and young children's emotions, behavior, and learning

Stuck in the middle: Impacts of grade configuration in public schools

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