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Socioeconomic Differences in the Long-Term Effects of Teacher Absence on Student Outcomes

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  • Borgen, Nicolai T.
  • Markussen, Simen
  • Raaum, Oddbjørn

Abstract

This paper examines the socioeconomic differences in the 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 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 risk of dropout by 0.6 percentage points. However, these effects vary considerably by family background, with large effects for low-SES students driving the overall teacher absence 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 for understanding the role of schools in shaping inequality.

Suggested Citation

  • Borgen, Nicolai T. & Markussen, Simen & Raaum, Oddbjørn, 2021. "Socioeconomic Differences in the Long-Term Effects of Teacher Absence on Student Outcomes," SocArXiv 5nhds_v1, Center for Open Science.
    • Handle: RePEc:osf:socarx:5nhds_v1
    DOI: 10.31219/osf.io/5nhds_v1
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