Holding constant the grade - level and whether a school is a charter, a school with its proportion of African American students in the 90th percentile has
a teacher absence rate that is 3.5 percentage points higher than a school in the 10th percentile.
That figure is based on a 10 to 12 percent
teacher absence rate — which is due, in part, to increased teacher in - service days.
Not exact matches
A new Fordham report finds that 28 % of
teachers in traditional district schools miss more than 10 school days a year for sick or personal leave while
teachers in charter schools have lower
rates absences.
Teacher absenteeism was high, Riddile said, which seemed to some kids to validate their own
absences (the daily absentee
rate for
teachers nationwide is about 5 percent, according to some studies, compared to about 1.7 percent for private - sector workers).
The contract
teachers were much more likely to be found in school and teaching (74 percent versus 45 percent for the civil - service
teachers), and their
absence rate was unaffected by tracking (see Figure 2).
The attendance
rate is increasing, chronic
absences are down, and even
teacher attendance increased from 69 percent to 79 percent.
One study found, for example, collusive behavior among
teachers in one school as an explanation for its consistently high
absence rates relative to
rates found in neighboring schools.
In this sense, this novel measure tracks conventional
rates of
absence constructed from
teachers» daily
absence records.
Students in schools serving predominantly low - income families tend to endure
teacher absence at a higher
rate than students in more affluent communities.
Researchers in Australia found that an increase in the average
absence rate of a
teacher's colleagues increased the
teacher's own
absence tally.
But
teachers» leave provisions in some states may be too permissive, elevating
rates of
absence and incurring the financial liability of accumulated, unused leave.
The Department of Education calls the measure a «leading indicator,» a reasonable label given the documented relationship between
absence rates measured at the
teacher level and student achievement.
Such a high figure probably would not stand out in parts of the developing world, but it contrasts sharply with the 3 percent national
rate of
absence for full - time wage and salaried American workers, and the 5.3 percent
rate of
absence for American
teachers overall.
The district has implemented several key initiatives to successfully reduce their chronic
absence rates including their innovative use of
Teachers on Special Assignment (TOSA) as dedicated attendance liaisons.
Further, studies have found that
teachers serving low income and minority students have higher
absence rates, on average, which may contribute to the achievement gap.
If they go this route, school systems will see dividends in more established measures that reflect SEL progress indirectly, like lower chronic
absence rates, stronger school climate surveys, and better
teacher - retention numbers, said Weissberg.
The incidence of
teacher absences is regressive: when schools are ranked by the fraction of students receiving free or reduced - price lunch, schools in the poorest quartile averaged almost one extra sick day per
teacher than schools in the highest income quartile, and schools with persistently high
rates of
teacher absence were much more likely to serve low - income than high - income students.
In the
absence of such an active randomized control condition and in the
absence of significant effects on
teacher ratings of ADHD behavior, we can not ascertain that the observed improvements can be attributed to the specific treatment procedures, instead of non-specific treatment factors or expectancy effects of parents.
However, in the
absence of substantial effects on
teacher -
ratings, we can not ascertain effects are due to specific treatment procedures.