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Socioeconomic differences in the long-term effects of teacher absence on student outcomes.

ABSTRACT: School teachers' sickness absence has been shown to affect student achievement in the short run. However, we know little about whether socioeconomic backgrounds may compensate for reductions in instructional quality and to what extent teacher absence effects persist over time. This paper examines the socioeconomic differences in the short- and long-term effects of teacher absence. We use population-wide Norwegian register data to study the effects of certified teacher absence during lower secondary school (grades 8-10) on non-completion of upper secondary education by age 21 (i.e. school dropout) as well as academic achievement in 10th grade. In a school fixed effects model, we find that an increase in teacher absence of 5 percentage points reduces students' examination grades by 2.3% of a standard deviation and increases the dropout probability by 0.6 percentage points. However, the teacher absence effects vary considerably by family background, with large effects for low-SES students driving the overall effects. Overall, our findings indicate that reductions in instructional quality increase social inequality in long-term educational outcomes. This result highlights that studying heterogeneous impacts of contextual exposures is needed to understand the role of schools in shaping inequality.

SUBMITTER: Borgen NT

PROVIDER: S-EPMC11262431 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature

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Socioeconomic differences in the long-term effects of teacher absence on student outcomes.

Borgen Nicolai Topstad NT Markussen Simen S Raaum Oddbjørn O

European societies 20230520 3

School teachers' sickness absence has been shown to affect student achievement in the short run. However, we know little about whether socioeconomic backgrounds may compensate for reductions in instructional quality and to what extent teacher absence effects persist over time. This paper examines the socioeconomic differences in the short- and long-term effects of teacher absence. We use population-wide Norwegian register data to study the effects of certified teacher absence during lower second ...[more]

PMID: 39044744

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Project description:ImportancePediatric-onset multiple sclerosis (PoMS) is associated with significant cognitive and physical disability. Whether this disability translates into differences in educational achievements and earnings is unknown.ObjectiveTo evaluate the association between PoMS and educational level and income throughout adulthood.Design, setting, and participantsA prospective register-based cohort study of individuals with PoMS and a population-based matched reference cohort was conducted using nationwide microdata from linked registers in Sweden from January 1, 1990, to December 31, 2016; analyses were completed from May 1, 2019, to September 1, 2020. Of 772 persons with PoMS identified in the Swedish MS registry, 485 had an onset during the period from 1980 to 2014 and had socioeconomic data available. The general population reference cohort without multiple sclerosis (MS) (n = 4850) was randomly selected from the full Swedish population, matched 10:1 on age, sex, and country of birth.ExposurePediatric-onset MS, diagnosed by a neurologist, with onset before 18 years of age.Main outcomes and measuresHighest educational level (elementary school, high school, or university) was assessed using logistic regression. Income, measured as the mean annual earnings from paid work in US dollars, was compared using Tobit models, and net annual sickness absence and disability pension days were compared using zero-inflated negative binomial regression. Earnings and days receiving disability benefits were compared within 4 age periods (19-24, 25-34, 35-44, and 45-54 years).ResultsThe median age of the cohort with PoMS (n = 485) and the matched reference cohort (n = 4850) in 2016 was 32 years (interquartile range, 26-40 years), and most participants were women (348 [71.8%] in the PoMS cohort and 3480 [71.8%] in the matched reference cohort). Persons with PoMS were less likely than persons in the matched reference cohort to attend university (odds ratio, 0.80 [95% CI, 0.66-0.97]) and had significantly lower annual earnings than the reference cohort, ranging from -$1618 (95% CI, -$2558 to -$678) in the youngest age period to -$10 683 (95% CI, -$18 187 to -$3178) in the eldest. Persons with PoMS received higher rates of disability benefits, as sickness absence days in the youngest age period (rate ratio, 3.06 [95% CI, 2.08-4.52]) and disability pension days in the oldest age period (rate ratio, 1.43 [95% CI, 1.11-1.85]).Conclusions and relevanceThis study suggests that having PoMS is associated with less educational achievement, lower earnings, and greater use of disability benefits throughout the working-age life span. As adults, persons with PoMS never earned as much as their counterparts without MS, and they exhibited a heavier reliance on disability benefits.

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Socioeconomic differences in the long-term effects of teacher absence on student outcomes.

Publications

Socioeconomic differences in the long-term effects of teacher absence on student outcomes.

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