Michael A Gottfried
Datos Biográficos
| ID | 375252 |
|---|---|
| NOMBRE | Michael A Gottfried |
| NOMBRES | Michael A |
| APELLIDO | Gottfried |
| FIRMA | GOTTFRIED M A |
| AFILIACIONES | University of Pennsylvania |
| ORCID | 0000-0002-4396-0576 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 70 |
| TOTAL DE CITAS | 578 |
| TOTAL COMO AUTOR | 70 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 9 |
Longitudinal Effects of NYC’s Gifted and Talented Program
This study estimates the effects of New York City’s (NYC) Gifted and Talented (G&T) program on students’ absenteeism and academic achievement. Leveraging a longitudinal student-level dataset and a staggered difference-in-differences approach, we provide evidence on middle and high school absence and achievement outcomes for students who entered G&T in grades 1 through 3. For students in G&T, we find modest but consistent effects on attendance and…
Missing School, Missing Milestones
This study uses data from 2,933 youth from the Future Families and Child Wellbeing Study to examine the extent to which school absences at age 15 predict key educational milestones by the end of high school, including disciplinary infractions, academic performance and college readiness, and education status. We also considered whether these associations varied for health-related absences and days absent due to skipping. Results from covariate-adj…
Associations Between School‐Based Recess Interventions and Student Chronic Absenteeism in Low‐Income California Schools
BACKGROUND: Recess-based interventions promote physical activity, socioemotional development, and positive school climates and may also influence attendance, but remain understudied. We examined the association between exposure to recess-based interventions through the nonprofit Playworks and chronic absenteeism in low-income California elementary schools. METHODS: Observational study including 4361 Title I schools from 2022 to 2023 and 2023 to 2…
School- Versus Center-Based Pre-K
In the United States, Pre-K is available as a mixed-delivery system, where families choose from various center- or school-based settings. Enrollment in school-based Pre-K is increasingly common, yet more needs to be understood about whether school-based Pre-K versus center-based Pre-K is associated with different outcomes. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (n ≈ 4,300), …
Missing Classmates and Attendance Patterns in Elementary Schools
Policymakers and educational leaders have invested considerable effort in identifying factors that contribute to student absenteeism. While research has extensively examined environmental and school-level influences, less attention has been given to how classroom dynamics shape attendance patterns. This study examined the impact of peer absenteeism on individual student attendance in four Texas school districts, leveraging daily-level attendance …
Novice Teachers and Student Attendance in Early Elementary School
Student absenteeism in the earliest years of elementary school has been linked to a range of negative outcomes. Though the literature has examined numerous factors that are associated with children missing school, the role of teachers—especially at the early elementary level—has not been well understood. Given that students spend the majority of their time in elementary school with one teacher in a single classroom, a large component of early ele…
Does Going to School-Based Prekindergarten Predict Access to Disability Services in Elementary School
This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 20…
Who's matched up? Access to same-race instructors in higher education
Need a More Robust Healthcare Workforce? Support High School Career Education in the Sciences
In this commentary, the authors make the case for considering more closely a human resource issue that became glaringly evident during the height of the COVID-19 pandemic—a major shortage in healthcare workers. The authors argue that a potential solution is through nurturing and encouraging interest in healthcare professions early in high school through career and technical education programs of study. Toward this goal, we must consider how to ex…
Checking Up on Reasons Why Children Miss School
Catholic Schooling and Self-Discipline
Research Findings: As the largest alternative to public education in the United States, Catholic schools distinguish themselves by prioritizing self-discipline along with academic development. Yet, in assessing the role of Catholic schools in child outcomes, almost no research has focused on self-discipline, even though self-discipline is foundational in children’s academic success and development. More so, little attention has been paid to outco…
Do Teachers With Absent Students Feel Less Job Satisfaction
Research and policy have focused predominantly on the individual consequences for students who miss school. Yet absenteeism does not occur in a vacuum, and less work has focused on how student absenteeism correlates to classroom dynamics. Practically no attention has been paid toward teachers. We propose in this study that student absences make it challenging for teachers to enjoy the very function of their jobs and thus experience more dissatisf…
Transitioning to Success
In recent years, there has been a specific call to not only increase the number of engineering-trained individuals but also to address the lack of diversity in science, technology, engineering and mathematics (STEM) fields, including individuals with disabilities. In particular, students with learning disabilities (SWLDs) make up a large portion of all students and are, therefore, a crucial population on which to focus educational and career prog…
Explaining Course Enrollment Gaps in High School
Federal policy in the United States has urged high schools to expand offerings in career and technical education (CTE) coursework to address persistent gender inequities in science, technology, engineering, mathematics, and medical (STEMM) fields. Unfortunately, gender composition in engineering and health sciences CTE enrollment is highly imbalanced and reflects postsecondary and labor market trends. Using data from the High School Longitudinal …
Exploring the role of high school engineering courses in promoting science attitudes for students with learning disabilities
Demand for engineering‐interested and proficient high school graduates continues to grow across the nation. However, there remains a severe gap in college participation and employment in engineering fields for students with learning disabilities (SWLDs). One potential way to encourage SWLDs to consider engineering as a profession and promote the development of key science attitudes may be through engineering and technology career and technical ed…
Explaining disparities in absenteeism between kindergarteners with and without disabilities
The disparity in absenteeism between kindergarteners with and without disabilities is a persistent phenomenon across schools in the United States and reflects ongoing systemic inequities that disadvantage young children with disabilities. Yet, evidence of factors underlying this disparity remains less well understood, limiting the ability for schools to transform how they support students with disabilities in ways that could help narrow the dispa…
English-Learner-Classified Students and Absenteeism
This article used a rich longitudinal data set from four school districts in California to study absenteeism patterns among students classified as an English learner (EL). We looked at absence patterns overall and disaggregated by EL classification, grade level, and pre/post COVID-19. When their demographic and school-level factors are considered, ELs have fewer absences and are less likely to be chronically absent than non-EL students. This find…
Student-Teacher Ethnoracial Matching in the Earliest Grades
Research Findings: The purpose of this study is to advance our understanding of student-teacher ethnoracial matching in early elementary school by exploring two executive function outcomes – working memory and cognitive flexibility. Drawing on nationally-representative, longitudinal sample of kindergartners (N = 18,170) from the Early Childhood Longitudinal Study – Kindergarten Class of 2011, we relied on a fixed effects methodology and found stu…
School-Bus Taking for Students with Disabilities
Taking the school bus has long been an integral part of the school experience in the U.S. However, not much is known about how school transportation relates to getting to school each day, particularly for students with disabilities. This study used ECLS-K: 2011 to explore two issues. First, we examined what characteristics are associated with taking the school bus, comparing students with and without disabilities. Second, we evaluated the link be…
STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities
Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high sc…
Teaching Mathematics in Kindergarten
Background/Context: Kindergarten mathematics instruction is critical for students’ future academic success. The nature and quality of this instruction may vary depending on classroom characteristics. However, little empirical work has examined how mathematics instruction in kindergarten might differ based on classroom performance levels. Purpose, Objective, Research Question, or Focus of Study: This study focuses on whether kindergarten teachers’…
Reflecting on Teachers College Record
Teachers College Record (TCR) stands as a beacon in educational scholarship, guiding educators, researchers, and policymakers through the complex landscape of education. This reflection explores TCR’s multifaceted contributions, emphasizing its commitment to rigorous research, diverse perspectives, and advocacy for evidence-based practices
Does High School STEMM Career Coursework Align With College Employment
Background/Context: Career and technical education (CTE) coursework in science, technology, engineering, mathematics, and medical/health (STEMM) fields has been supported by policy makers as a way to align the secondary-to-postsecondary-to-career pipeline. Yet, in the research, the focus has been on whether STEMM CTE coursetaking in high school predicts college-going or whether it predicts employment for non–college goers. Little attention has be…
Has Access to Paraprofessionals Changed? A Cross-Decade, Cross-Cohort Analysis
Due to shifts in society’s attitudes toward special education and changes in U.S. federal policies, such as the Individuals with Disabilities Education Act and No Child Left Behind, more students with disabilities (SWDs) are beginning kindergarten in general education classrooms. As a result, schools and districts across the United States have needed to adjust their personnel resources to accommodate these changes to classroom demographics. This …
Promoting persistence
Information technology and computer science represent one area of science, technology, engineering, and mathematics (STEM) that have experienced significant growth in recent years. As such, federal policy has urged schools to embed new types of STEM courses into the curriculum. As one very prominent example, computer science (CS)-focused courses are a growing branch of career and technical education (CTE)—that is, CS-CTE. While previous research …
Development of the Conformity to Masculine Norms Inventory
This article describes the construction of the Conformity to Masculine Norms Inventory (CMNI), and 5 studies that examined its psychometric properties. Factor analysis indicated 11 distinct factors: Winning, Emotional Control, Risk-Taking, Violence, Dominance, Playboy, Self-Reliance, Primacy of Work, Power Over Women, Disdain for Homosexuals, and Pursuit of Status. Results from Studies 2-5 indicated that the CMNI had strong internal consistency e…
Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools
Researchers, policymakers, practitioners, and parents have assumed a positive relationship between school attendance and academic success. And yet, among the vast body of empirical research examining how input factors relate to academic outcomes, few investigations have honed in on the precision of the relationship between individual attendance and student achievement. The purpose of this article is to provide insight into this relationship. Spec…
The Detrimental Effects of Missing School
There is evidence suggesting that missing school negatively relates to academic achievement. However, it is a difficult task to derive unbiased empirical estimates of absences in their influence on performance. One particular challenge arises from the unobserved heterogeneity in the family environment, which may relate to both absence behavior and school performance. This article provides the first analysis aimed at reducing the family-specific o…
Can Neighbor Attributes Predict School Absences
Recent evidence suggests that the neighborhood context, particularly for urban youth, can influence a range of outcomes. This study makes contributions to the field by examining how the neighborhood context directly relates to missing school. To do so, this study employs a large-scale, longitudinal data set of multilevel observations for entire elementary- and middle-school student cohorts in an urban district over 8 academic years. By linking ur…
Who Feels Included in School? Examining Feelings of Inclusion Among Students With Disabilities
The passage of landmark federal legislation in 1975 guaranteed students with disabilities (SWDs) a free appropriate public education. Over time, reauthorization of this legislation has highlighted the importance of educating SWDs in the general education environment where appropriate, and significant interaction with general education peers who are not receiving special education services (GENs) has followed. The largest U.S. school district—New …
A Kindergarten Teacher Like Me
Our nation’s classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers’ ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have di…
Chronic Absenteeism in the Classroom Context
Although educational policy makers uphold that chronic absenteeism (missing 10% or more of the school year) is damaging to students’ schooling outcomes, there is little empirical research to match. This study considers the role of spillover effects of chronic absenteeism on classmates’ achievement. It does so by utilizing a large-scale administrative urban district data set of elementary schoolchildren—a sample of students where the rates of chro…
When” Students Miss School
Policy and practice have charged forward with emphasizing the necessity to reduce school absenteeism in the fall (i.e., Attendance Awareness Month). However, no empirical basis served to bolster these efforts. This study examined whether fall versus spring absenteeism was linked to spring state exam scores for a sample of elementary students over 3 years. Using district data, the findings suggested spring absences were associated with lower testi…
Who Joins Teach For America and Why? Insights Into the “Typical” Recruit in an Urban School District
Building upon previous research on how personal and demographic characteristics of teachers are correlated with larger issues in teacher recruitment and retention, this study contributes unique insight into the personal attributes, characteristics, and career aspirations of new teachers brought into teaching in Los Angeles through the Teach For America program. Drawing from ethnographic interviews with 25 current Teach For America teachers, this …
Thinking Ecologically in Educational Policy and Research
Does the presence of a classmate with emotional/behavioral disabilities link to other students’ absences in kindergarten
Linking the Timing of Career and Technical Education Coursetaking With High School Dropout and College-Going Behavior
While prior studies have examined the efficacy of career and technical education (CTE) courses on high school students’ outcomes, there is little knowledge on timing of these courses and a potential link to student outcomes. We asked if the timing of these courses predicted differences in the likelihood of dropout and on-time high school graduation as well as college-going behaviors. We found that CTE coursetaking in high school was linked to low…
Can center-based childcare reduce the odds of early chronic absenteeism
Do teachers' instructional practices change when more students are absent
Household wealth and adolescents' social-emotional functioning in schools
This study attempts a two-part shift in educational research narrowly fixated on the socioeconomic determinants of student test-score performance. First, we focus on variations in how to measure wealth. Second, we move beyond achievement and focus on the wealth determinants of adolescents' social-emotional competencies. Using data from a nationally-representative sample of US eighth graders, we find that the correlation between wealth and social-…
General education teachers’ math instructional practices in kindergarten classrooms with and without students with emotional and behavioral disabilities
The Spillover Effects of Grade-Retained Classmates
Numerous studies have examined how grade retention can impede the academic success of those retained students. One uncharted line of research is the spillover effect that retained students may exert on their classmates. The purpose of this study is to evaluate this relationship for students in urban elementary school classrooms. To do so, this study analyzes a longitudinal data set comprising entire populations of five elementary school cohorts w…
Is full-day kindergarten linked to children’s physical activity
Do Teachers With Absent Students Feel Less Job Satisfaction
Research and policy have focused predominantly on the individual consequences for students who miss school. Yet absenteeism does not occur in a vacuum, and less work has focused on how student absenteeism correlates to classroom dynamics. Practically no attention has been paid toward teachers. We propose in this study that student absences make it challenging for teachers to enjoy the very function of their jobs and thus experience more dissatisf…
Classrooms with high rates of absenteeism and individual success
Exploring school bus ridership and absenteeism in rural communities
Students with disabilities attending full-day versus part-day kindergarten
Does Career and Technical Education Strengthen the STEM Pipeline? Comparing Students With and Without Disabilities
Despite the strategic investment of the Perkins IV legislation to promote a broader application of career and technical education (CTE) to all students, it is unclear whether these initiatives distinctively support the needs of students with disabilities in science, technology, engineering, and mathematics (STEM) fields of study. This is a critical lapse in the research, as knowing the efficacy of CTE experiences in promoting the STEM pipeline wi…
Retained Students and Classmates’ Absences in Urban Schools
Research in grade retention has predominantly focused on the effect of this practice on the retained student. This study contributes to the limited body of research examining the effect of retained classmates on the outcomes of other students in the same classroom. Using a longitudinal data set of all elementary school students in a large urban school district, this study evaluates how the percentage of retained classmates affects other students’…
Explaining disparities in absenteeism between kindergarteners with and without disabilities
The disparity in absenteeism between kindergarteners with and without disabilities is a persistent phenomenon across schools in the United States and reflects ongoing systemic inequities that disadvantage young children with disabilities. Yet, evidence of factors underlying this disparity remains less well understood, limiting the ability for schools to transform how they support students with disabilities in ways that could help narrow the dispa…
Development of the Conformity to Masculine Norms Inventory
This article describes the construction of the Conformity to Masculine Norms Inventory (CMNI), and 5 studies that examined its psychometric properties. Factor analysis indicated 11 distinct factors: Winning, Emotional Control, Risk-Taking, Violence, Dominance, Playboy, Self-Reliance, Primacy of Work, Power Over Women, Disdain for Homosexuals, and Pursuit of Status. Results from Studies 2-5 indicated that the CMNI had strong internal consistency e…
Excused Versus Unexcused
The literature on school absences has focused predominantly on the reasons for student truancy, or it has assessed only aggregate student absences in their effect on achievement. However, this study brings forth a new issue: the relationship between types of absences—excused versus unexcused—and school performance. With a quantitative model of educational achievement on a longitudinal multilevel data set of all second-through fourth-grade student…
Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools
Researchers, policymakers, practitioners, and parents have assumed a positive relationship between school attendance and academic success. And yet, among the vast body of empirical research examining how input factors relate to academic outcomes, few investigations have honed in on the precision of the relationship between individual attendance and student achievement. The purpose of this article is to provide insight into this relationship. Spec…
The Detrimental Effects of Missing School
There is evidence suggesting that missing school negatively relates to academic achievement. However, it is a difficult task to derive unbiased empirical estimates of absences in their influence on performance. One particular challenge arises from the unobserved heterogeneity in the family environment, which may relate to both absence behavior and school performance. This article provides the first analysis aimed at reducing the family-specific o…
Teacher Effect Estimates and Decision Rules for Establishing Student-Teacher Linkages
Both research and practice of value-added models (VAM) have been growing in recent years due to the widespread effort to quantify teacher effectiveness. The existing VAM literature has not yet tested the sensitivity of value-added estimates to the rules that define which students contribute to each teacher’s value-added estimate. Student-teacher linkages are often a complex network due to various transfers, students taking multiple courses in the…
A Religious Experience? Personal, Parental, and Peer Religiosity and the Academic Success of Sexual-Minority Youth Using Nationally Representative Samples
Using nationally representative transcript data, this study is the first to include a discussion of religiosity in the context of sexual-minority students’ academic achievement. This study examines the issue in three capacities: first, by comparing school success of sexual-minority youth to a non-sexual-minority reference group; second, by examining multiple facets of religiosity—including personal, parental, and peer factors—and their associatio…
The Spillover Effects of Grade-Retained Classmates
Numerous studies have examined how grade retention can impede the academic success of those retained students. One uncharted line of research is the spillover effect that retained students may exert on their classmates. The purpose of this study is to evaluate this relationship for students in urban elementary school classrooms. To do so, this study analyzes a longitudinal data set comprising entire populations of five elementary school cohorts w…
Retained Students and Classmates’ Absences in Urban Schools
Research in grade retention has predominantly focused on the effect of this practice on the retained student. This study contributes to the limited body of research examining the effect of retained classmates on the outcomes of other students in the same classroom. Using a longitudinal data set of all elementary school students in a large urban school district, this study evaluates how the percentage of retained classmates affects other students’…
Chronic Absenteeism and Its Effects on Students’ Academic and Socioemotional Outcomes
Recent policy dialogue suggests that chronic absenteeism is not only underdocumented, but is also detrimental to the success of students as early as kindergarten. That said, almost no empirical research has examined the effects of chronic absenteeism on student outcomes. This study addresses this underresearched issue in more depth. Using a nationally representative dataset of kindergarten students from the 2010–2011 school year, this study evalu…
Does Career and Technical Education Strengthen the STEM Pipeline? Comparing Students With and Without Disabilities
Despite the strategic investment of the Perkins IV legislation to promote a broader application of career and technical education (CTE) to all students, it is unclear whether these initiatives distinctively support the needs of students with disabilities in science, technology, engineering, and mathematics (STEM) fields of study. This is a critical lapse in the research, as knowing the efficacy of CTE experiences in promoting the STEM pipeline wi…
Can Neighbor Attributes Predict School Absences
Recent evidence suggests that the neighborhood context, particularly for urban youth, can influence a range of outcomes. This study makes contributions to the field by examining how the neighborhood context directly relates to missing school. To do so, this study employs a large-scale, longitudinal data set of multilevel observations for entire elementary- and middle-school student cohorts in an urban district over 8 academic years. By linking ur…
Assessing Access
Identifying sources of variation has been used extensively in educational research as a tool to identify potential drives of variances in student achievement. However, prior research predominantly relied on findings from national- or international-level data, and thus their conclusions remain very broad-based. This study contributes new insight by assessing if and where there is variation in standardized testing performance for entire populations…
Can center-based childcare reduce the odds of early chronic absenteeism
Does the presence of a classmate with emotional/behavioral disabilities link to other students’ absences in kindergarten
The role of real‐life mathematics instruction on mathematics outcomes in kindergarten
In an era of a declining quality and quantity of students entering and persisting in mathematics in the USA , researchers and policy makers are looking for new strategies to engage students in these fields and improve mathematics outcomes. One push has been to make mathematics instruction more relevant with real‐world applications throughout the K‐12 curriculum—i.e. to make instruction more focused on real‐life situations. This empirical study ex…
Who Joins Teach For America and Why? Insights Into the “Typical” Recruit in an Urban School District
Building upon previous research on how personal and demographic characteristics of teachers are correlated with larger issues in teacher recruitment and retention, this study contributes unique insight into the personal attributes, characteristics, and career aspirations of new teachers brought into teaching in Los Angeles through the Teach For America program. Drawing from ethnographic interviews with 25 current Teach For America teachers, this …
Full- Versus Part-Day Kindergarten for Children With Disabilities
Despite the vast body of research examining the relationship between full-day kindergarten attendance and children’s outcomes, little is known about the effects of full-day kindergarten on children with disabilities (i.e., students with 1 of the 13 categories of disabilities recognized under federal law). This study fills this research void by examining whether full-day kindergarten participation predicts differences in achievement and social-emo…
Is full-day kindergarten linked to children’s physical activity
When” Students Miss School
Policy and practice have charged forward with emphasizing the necessity to reduce school absenteeism in the fall (i.e., Attendance Awareness Month). However, no empirical basis served to bolster these efforts. This study examined whether fall versus spring absenteeism was linked to spring state exam scores for a sample of elementary students over 3 years. Using district data, the findings suggested spring absences were associated with lower testi…
A Kindergarten Teacher Like Me
Our nation’s classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers’ ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have di…
General education teachers’ math instructional practices in kindergarten classrooms with and without students with emotional and behavioral disabilities
Does the reason matter? How student‐reported reasons for school absence contribute to differences in achievement outcomes among 14–15 year olds
While an emerging body of research has examined the effects of school absences on student outcomes, there is comparatively little research examining the different reasons contributing to school absence, how common these reasons are, and the extent to which different types of absences are differentially associated with achievement. To address these gaps, we used data from the Longitudinal Study of Australian Children to examine the reasons for sch…
Who Feels Included in School? Examining Feelings of Inclusion Among Students With Disabilities
The passage of landmark federal legislation in 1975 guaranteed students with disabilities (SWDs) a free appropriate public education. Over time, reauthorization of this legislation has highlighted the importance of educating SWDs in the general education environment where appropriate, and significant interaction with general education peers who are not receiving special education services (GENs) has followed. The largest U.S. school district—New …
Linking the Timing of Career and Technical Education Coursetaking With High School Dropout and College-Going Behavior
While prior studies have examined the efficacy of career and technical education (CTE) courses on high school students’ outcomes, there is little knowledge on timing of these courses and a potential link to student outcomes. We asked if the timing of these courses predicted differences in the likelihood of dropout and on-time high school graduation as well as college-going behaviors. We found that CTE coursetaking in high school was linked to low…
Raising the bar
Psychology (64 obras) · Mathematics education (41 obras) · Youth Substance Use and School Attendance (34 obras) · Medicine (32 obras) · Early Childhood Education and Development (29 obras) · Developmental psychology (27 obras) · Social Psychology (27 obras) · Parental Involvement in Education (26 obras) · Political science (24 obras) · Pedagogy (23 obras)