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Abstract
This paper presents empirical analyses illustrating the organizational relationship between chronic absenteeism and student achievement as estimated via a contextual model of school-level and student-level relationships. We conduct a series of descriptive analyses and multilevel hierarchical models (HLM) in which absenteeism is used to predict variation in student achievement for nearly 50,000 individual students in grades K-3 in 109 elementary schools in Delaware during the 2014–2015 through 2017–2019 school years. Results demonstrate that chronic absenteeism tends to be clustered in a subset of schools, and that the adverse contextual effects of absenteeism at the school level are many times larger than the negative effects at the individual level. Implications for education policy and interventions are discussed.
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