[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583076-105":59,"doc-detail-583076-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","absence-and-attainment-evidence-from-pandemic-policy","Absence and attainment - Evidence from pandemic policy","","A high level of school absence persisted across many countries throughout the COVID-19 pandemic. Using English data and variation in local pandemic regulations, the study tests whether a student’s absence during the pandemic causally affected later attendance and academic progress. More stringent regulations increased contemporaneous absence, which reduced subsequent attendance and achievement rates. Persistent effects are attributed to shifts in parents’ and pupils’ attitudes rather than rules forcing students to stay home after COVID exposure, with stronger impacts for lower socio-economic groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/absence-and-attainment-evidence-from-pandemic-policy/583076/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/absence-and-attainment-evidence-from-pandemic-policy/583076.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-14","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about COVID-19 and school absence?","Question",{"text":112,"@type":113},"It examines whether a student’s absence during the pandemic had a causal impact on post-pandemic attendance and later academic achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do local pandemic regulations relate to school absence and outcomes?",{"text":117,"@type":113},"More stringent regulations increased school absence during the pandemic period, leading to lower attendance and lower achievement rates in subsequent years.",{"name":119,"@type":110,"acceptedAnswer":120},"What explains the persistent effects on absence and achievement?",{"text":121,"@type":113},"The study suggests persistence comes from changes in parents’ and pupils’ attitudes toward attendance, not from rules that forced students to stay home after COVID-19 exposure, and effects are stronger for lower socio-economic groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583076,1792193115,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Absence and attainment:  \nEvidence from pandemic policy  \nStephen Gibbons, Sandra McNally and Piero Montebruno  \nSeptember 2024  \nAbstract  \nA high level of school absence has persisted across many countries since the COVID-19 pandemic. We use English data to investigate whether a student’s absence during the pandemic had a causal impact on school attendance and academic progress in future years, using variation in local regulations during the pandemic (not aimed at schools) . We find that more stringent regulations caused higher rates of school absence at that time, leading to lower attendance and rates of achievement in subsequent years. Our evidence suggests that the persistent effect is caused by changes in parents’ and pupils’ attitudes to attendance and not because of rules forcing students to stay at home when they had been in contact with others who had COVID-19. The effects of policy restrictions on contemporaneous and persistent absences was stronger for lower socio-economic groups.  \nKeywords: student absence, COVID-19 pandemic  \nJEL: I24 ; I28  \nFunding provided by the Nuffield Foundation grant number FR-000022949. We are grateful to the Nuffield Foundation for funding this research and to members of the advisory group set up to support this project. This work was undertaken in the Office for National Statistics Secure Research Service using data from ONS and other owners and does not imply the endorsement of the ONS or other data owners.  \nStephen Gibbons, London School of Economics and Centre for Economic Performance at London School of Economics. Sandra McNally, University of Surrey and Centre for Economic Performance at London School of Economics. Piero Montebruno, Centre for Economic Performance at London School of Economics.  \nPublished by  \nCentre for Economic Performance  \nLondon School of Economic and Political Science Houghton Street  \nLondon WC2A 2AE  \nAll rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission in writing of the publisher nor be issued to the public or circulated in any form other than that in which it is published.  \nRequests for permission to reproduce any article or part of the Report should be sent to the editor at the above address.  \n􀂔 S. Gibbons, S. McNally and P. Montebruno, submitted 2024.  \n1. Introduction  \nGlobally, children experienced long periods of exclusion from school during the COVID-19 pandemic. Since then, absence rates have remained very high in many countries, with huge increases in‘chronic’ absenteeism where students are regularly missing from school on a weekly basis (Mervosh and Paris 2024, Adams 2024, Taylor 2023) . These high levels of absenteeism are of obvious concern, given the potential impact on educational outcomes and inequalities, and attendant problems like crime and poor labour market engagement. Many emerging studies worldwide have documented higher rates of absence and a drop in educational achievement and progress post-pandemic. There has been speculation that the tolerance of absence or enforcement of home-schooling during the pandemic gave rise to a new culture of persistent absenteeism in its aftermath, but qualitative evidence suggests points more towards COVID-related anxiety as the aggravating factor (McDonald, Lester and Michelson 2022) . But these inferences are mostly based on before-after comparisons of absence and achievement or small qualitative surveys, rather than causal analysis. Recent studies for the US have looked at how geographical variation in opportunities for, and student uptake of, in-person teaching during the pandemic affected student outcomes (Dee 2024, Jack et al 2023, Goldhaber et al 2023, Ross et al (2024). No research has yet looked directly at whether a student’s absence during the pandemic had a causal impact on attendance and academic progress in future years.  \nThis study aims to answer the question of whe","cbCaiicaK3wfaXhB","https://ap.wps.com/l/cbCaiicaK3wfaXhB","pdf",1147632,52,"English","# Introduction\n## Research question and motivation\n## Policy variation and study focus\n## Research design and identification","[{\"question\":\"What question does the study investigate about COVID-19 and school absence?\",\"answer\":\"It examines whether a student’s absence during the pandemic had a causal impact on post-pandemic attendance and later academic achievement.\"},{\"question\":\"How do local pandemic regulations relate to school absence and outcomes?\",\"answer\":\"More stringent regulations increased school absence during the pandemic period, leading to lower attendance and lower achievement rates in subsequent years.\"},{\"question\":\"What explains the persistent effects on absence and achievement?\",\"answer\":\"The study suggests persistence comes from changes in parents’ and pupils’ attitudes toward attendance, not from rules that forced students to stay home after COVID-19 exposure, and effects are stronger for lower socio-economic groups.\"}]","Absence and attainment - Evidence from pandemic policy | PDF",1792045645,131]