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Texas Tech researchers: placing students with TIA teachers cuts absences; district plans targeted rollout
Summary
A Texas Tech Phase 2 analysis presented to the Ector County ISD board found students assigned to Teacher Incentive Allotment (TIA) teachers had 6% fewer absences and were 10% less likely to be chronically absent overall, with a 17% reduction among high‑school students; trustees discussed using TIA placements and peer coaching to scale results.
Researchers from Texas Tech presented Phase 2 of an attendance study May 19 showing measurable effects of teacher practices and of Teacher Incentive Allotment (TIA) assignments on student attendance in Ector County ISD.
Jacob Kirksey, an associate professor who led the analysis, told the board that after controlling for prior attendance and student demographics, "if a student in your district was assigned a TIA teacher ... we would expect that student to be 6% less absent than what we would have expected" and have a 10% lower likelihood of chronic absence. Kirksey highlighted that the effect is largest in high school: "if I'm a high school student and I have a TIA teacher, I am 17% less likely to be chronically absent."
Dr. Joseph Gottlieb, a co‑researcher, summarized a district teacher survey that linked classroom practices — social‑emotional learning, family engagement and use of early warning systems — with lower chronic absence, and noted that TIA teachers were more likely to focus on addressable, school‑level barriers such as transportation. The researchers recommended pairing chronically absent students with exemplary TIA teachers, expanding peer coaching and training on effective school systems already used by ECISD staff.
District staff described immediate implementation steps: campus leaders received lists of chronically absent students and designated TIA teachers, with priority work beginning at high schools then moving downward through middle and elementary grades. Trustees asked about school size effects and about translating data into concrete site plans; researchers said results were robust across campus sizes and that the next phase will emphasize data‑to‑action strategies.
Trustees thanked the researchers and directed staff to prioritize placement strategies and professional development that leverage the observed teacher effects.
