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Policy and practice recommendations follow.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/do-teachers-perceive-absent-students-differently/590210/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/do-teachers-perceive-absent-students-differently/590210.png","ImageObject",300,407,{"name":42,"@type":43},"Adam","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What question does the study investigate about absenteeism?","Question",{"text":63,"@type":64},"It examines whether teachers perceive students differently depending on how frequently those students are absent, focusing on teacher-student relationship and related perceptions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What dataset and grade levels does the study use?",{"text":68,"@type":64},"It uses a nationally representative dataset covering children in kindergarten through second grade.",{"name":70,"@type":61,"acceptedAnswer":71},"What differences in teacher perceptions emerge for more-absent students?",{"text":72,"@type":64},"Teachers report feeling less close to more-absent students, rate their classroom social skills lower, and give lower ratings for learning approaches plus language and math abilities.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590210,1792474990,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–16 DOI: 10. 1177/23328584241259398  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nDo Teachers Perceive Absent Students Differently?  \nMichael Gottfried  \nPhil Kim  \nUniversity of Pennsylvania  \nTina L. Fletcher  \nWalton Family Foundation  \nWhen it comes to understanding the consequences of school absenteeism, how missing school might be linked to studentteacher relationships remains relatively unexplored. Our work helps to further detail this context by specifically investigating whether teachers’perceptions of students are different based on how frequently those students are absent. We explore this in early elementary school—a period marked by high rates of student absenteeism not witnessed again until early adolescence. Using a nationally representative dataset of children in kindergarten through second grade, we found that teachers felt less close with students who had more absences compared to students with fewer absences. Findings also suggested teachers had lower perceptions of absent students’ classroom social skills compared to the perceptions that they held for less-absent students. Finally, teachers had lower ratings of learning approaches as well as lower ratings of language and math abilities for students who were more absent. Recommendations for policy and practice are discussed.  \nKeywords: educational policy, early childhood, elementary schools, regression analyses  \nStudents who miss more school hurt their own growth and progress in numerous ways, including lower testing performance, greater feelings of alienation, and higher levels of lifelong distress (Anderson & Romm, 2020; Easton & Engelhard, 1982; Finning et al., 2019; Gershenson et al., 2017; Gottfried, 2009, 2010, 2014; Gottfried & Kirksey, 2017; Kirksey, 2019; Moonie et al., 2008; Roby, 2004) . A common misbelief is that these consequences are issues that mainly pertain to adolescence (Gottfried & Hutt, 2019; Robinson et al., 2018) . Yet data show that children in the earliest years of education are missing a disproportionate amount of school days (Balfanz & Byrnes, 2012; Gottfried & Hutt, 2019) . In fact, of all years of elementary school, children in the earliest grades are experiencing the highest levels of absenteeism (Balfanz & Byrnes, 2012) . More so, the sizes ofthe effects of missing school in the earliest years of schooling are as large as those in later years (Chang & Romero, 2008; Connolly & Olson, 2012; Ehrlich et al., 2018), thereby suggesting that the consequences of absenteeism are damaging particularly in early years of schooling.  \nGiven these consequences, policymaking has provided the scaffolding for a sharpened focus on how absenteeism plays out within schools (Gottfried & Hutt, 2019) . Notably, the Every Student Succeeds Act (ESSA) incentivized the  \nmajority of states to hold schools accountable for student absenteeism rates as a metric of school performance (Jordan & Miller, 2017) . As a result, as schools themselves became held accountable for absences, researchers and policymakers have focused on what at school might be driving absenteeism and what the consequences are (Gottfried & Hutt, 2019) . For instance, recent studies have emerged within which school-level factors, programs, and processes have been evaluated. School programs that have been associated with less absenteeism included mentoring, transportation, meals, and texting (Childs & Grooms, 2018; Gottfried, 2017; Kirksey & Gottfried, 2021; Page & Smythe-Leistico, 2019) . These studies focus on a schoolwide level of analysis. Yet clearly the structure [of U.S. education](of U.S. education)—particularly in the earliest years of elementary school—places children in classrooms. Our understanding of absenteeism in the context of the ","cbCaih6kXXUdR9Xq","https://ap.wps.com/l/cbCaih6kXXUdR9Xq","pdf",448613,16,"English","# Background\n## Absenteeism consequences for students\n# Policy and research context\n## ESSA and school accountability\n## Classroom-level research gaps\n# Study approach and findings\n## Data source and grade span\n## Differences by absence frequency","[{\"question\":\"What question does the study investigate about absenteeism?\",\"answer\":\"It examines whether teachers perceive students differently depending on how frequently those students are absent, focusing on teacher-student relationship and related perceptions.\"},{\"question\":\"What dataset and grade levels does the study use?\",\"answer\":\"It uses a nationally representative dataset covering children in kindergarten through second grade.\"},{\"question\":\"What differences in teacher perceptions emerge for more-absent students?\",\"answer\":\"Teachers report feeling less close to more-absent students, rate their classroom social skills lower, and give lower ratings for learning approaches plus language and math abilities.\"}]","Do Teachers Perceive Absent Students Differently? | PDF",1792069076]