Frequency of Student Absences
Student Experiences and Attitudes
Frequency of Student Absences
Regular school attendance provides students with opportunities to learn and is associated with higher average mathematics and science achievement for fourth- and eighth-grade students. In particular, students who reported being absent on a weekly basis had much lower average achievement in both grades and subjects compared to students who were absent less frequently. The TIMSS 2023 Student Questionnaire asked students to report on their frequency of absence from school; students could choose “never or almost never,” “once every two months,” “once a month,” “once every two weeks,” or “once a week” (Exhibit 6.1.12).
In the fourth grade, a little more than half of the students (55%) reported being absent “never or almost never,” on average internationally (Exhibit 6.1.13 – 6.1.14). Thirteen percent reported absences “once every two months,” 12 percent reported absences “once a month,” 7 percent reported absences “once every two weeks,” and 13 percent reported absences “once a week.” In both subjects, average achievement differences are very small for fourth-grade students who reported being absent “never or almost never” or “once every two months.” Average achievement decreases as the frequency of reported absence increases. There is a 65-point difference in average mathematics achievement internationally between students who reported being absent “never or almost never” and those who reported being absent “once a week” (516 vs. 451). There is a corresponding 66-point difference in average achievement in science (508 vs. 442).
On average internationally, a little less than half of eighth-grade students (46%) reported being absent “never or almost never” (Exhibits 6.1.15 – 6.1.16). Sixteen percent reported absences “once every two months,” 16 percent reported absences “once a month,” 10 percent reported absences “once every two weeks,” and 12 percent reported absences “once a week.” Internationally, there is an 82-point difference in average mathematics achievement between students who reported “never or almost never” being absent and those who reported being absent “once a week” (488 vs. 406). There is also an 82-point difference in average science achievement internationally between these groups of students (487 vs. 405).
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Frequency of Student Absences
Few or No Lessons
Some Lessons
Most Lessons
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report result.
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