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Author: David A. Arledge
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 256
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Book Description
There is a problem in large, suburban high schools that relates to reduced degrees of student success. This problem occurred due to poor student attendance which led to low academic achievement, high rates of student discipline, and decreased graduation rates. This problem also led to poor scores on state benchmark tests that can negatively impact district accreditation and cause a loss of state and federal funding. This study addressed the association between student attendance to three specific indicators of students' success. A quantitative correlational methodology was used to explain the degree of association between the students' attendance and the three outcome variables of academic achievement measured by grade point average (GPA), student discipline as measured by the number of office referrals, and graduation rates at a large, suburban hgih school in the Midwest. Archived data from a single school year are used in the research. As student attendance rates increased, the mean grade point average increased and mean discipline referral rates decreased. The results showed the impact in graduation rate was not significant. The results of this study have corroborated the previous research and literature on the topic of attendance on student success. The research found a significant correlation between attendance and student success. The data and conclusions can be used to advocate for programs and services and for the allocation of resources for educational programming; particularly programs that support increased student attendance, improved academic achievement, decreased discipline incidents, and enhanced rate of graduation.
Author: David A. Arledge
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 256
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Book Description
There is a problem in large, suburban high schools that relates to reduced degrees of student success. This problem occurred due to poor student attendance which led to low academic achievement, high rates of student discipline, and decreased graduation rates. This problem also led to poor scores on state benchmark tests that can negatively impact district accreditation and cause a loss of state and federal funding. This study addressed the association between student attendance to three specific indicators of students' success. A quantitative correlational methodology was used to explain the degree of association between the students' attendance and the three outcome variables of academic achievement measured by grade point average (GPA), student discipline as measured by the number of office referrals, and graduation rates at a large, suburban hgih school in the Midwest. Archived data from a single school year are used in the research. As student attendance rates increased, the mean grade point average increased and mean discipline referral rates decreased. The results showed the impact in graduation rate was not significant. The results of this study have corroborated the previous research and literature on the topic of attendance on student success. The research found a significant correlation between attendance and student success. The data and conclusions can be used to advocate for programs and services and for the allocation of resources for educational programming; particularly programs that support increased student attendance, improved academic achievement, decreased discipline incidents, and enhanced rate of graduation.
Author: Christine Jordan
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 117
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Book Description
The recent changes to school accountability under the Every Student Succeeds Act (2015) have highlighted the negative effects of chronic absenteeism on student achievement. For many students, poor attendance habits begin as early as kindergarten and continue through high school. Resulting in literacy and math gaps, the impacts of chronic absenteeism in early grades have a direct relationship on a student's odds of graduating high school. This presents a unique problem for high school principals. How do they address years of poor attendance habits and the resulting achievement gaps to improve student outcomes under the umbrella of school accountability? Through exploratory qualitative research, this study provided the opportunity to explore the impact of principals' actions to address chronic absenteeism ratings in ESSA identified high schools in New York State. The researcher conducted one-to-one interviews with 10 teachers from eight rural, suburban, and urban districts throughout New York. Key Words: chronic absenteeism, ESSA, school accountability, economically disadvantaged, school culture, change process, principal preparation, leadership actions
Author: Joy G. Dryfoos
Publisher: Oxford University Press
ISBN: 0195361008
Category : Psychology
Languages : en
Pages : 289
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Book Description
Seven million youngsters--one in four adolescents--have only limited potential for becoming productive adults because they are at high risk for encountering serious problems at home, in school, or in their communities. This is one of the disturbing findings in this unique overview of what is known about young people aged 10 to 17 growing up in the United States today. The book explores four problem areas that are the subject of a great deal of public interest and social concern: delinquency, substance abuse, teen pregnancy, and school failure. In examining these problem areas, Dryfoos has three objectives: to present a more cogent picture of adolescents who are at risk of problem behaviors and where they fit in society; to synthesize the experience of programs that have been successful in changing various aspects of these behaviors; and to propose strategies for using this knowledge base to implement more effective approaches to helping youngsters succeed. Among the key concepts emerging from this study are the importance of intense individual attention, social skills training, exposure to the world of work, and packaging components in broad, community-wide interventions. Schools are recognized as the focal institution in prevention, not only in regard to helping children achieve academically, but in giving young people access to social support and health programs. The author also proposes comprehensive youth development initiatives at the local, state and national level, based on programs shown to be effective in real practice. This landmark, state-of-the-art study represents an indispensable resource for anyone interested in the welfare and current problems of youth, including psychologists, sociologists, school administrators, state and federal officials, policymakers, and concerned parents.
Author: Meredith Sager McNett
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 43
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Book Description
In 2014, the Utah State Legislature passed an amendment for Section 53A-11-102 of the Utah Code regarding the way public school student absences are treated in the state of Utah. The law effectively states that parents may excuse any number of absences without restriction for family events or visits to healthcare providers during the school year, which replaced the previous system requiring a set number of required days present in the classroom (State System of Public Education, 2014). With this change in the law, it is possible that students are now missing more days of school than they were under previous seat-time requirements. The law also provides that students have the opportunity to make up all work that is missed, which raises the question of whether or not a change in seat-time affects actual Academic Learning Time, or the time that students spend in an actual classroom working on meaningful learning activities.
Author: Michael A. Gottfried
Publisher: Harvard Education Press
ISBN: 1682532798
Category : Education
Languages : en
Pages : 310
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Book Description
In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance. Only in the past two or three years has chronic absenteeism become the focus of attention among policy makers, civil rights advocates, and educators. Absent from School provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day.
Author: Margarita Karpilovski
Publisher:
ISBN:
Category :
Languages : en
Pages : 71
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Book Description
Chronic absenteeism affects students' academic achievement as well as their social and emotional wellbeing. In early elementary school, the primary responsibility for school attendance rests with parents and guardians. This thesis investigates parents' perceptions of factors related to school attendance. The study was conducted in BC's largest school district within the context of an absenteeism reduction program. Fifty-four parents of students in K-3 from 15 inner-city schools participated in individual interviews that explored their views on the links between the purpose of school, attendance, and academic achievement. While most parents' perceptions were that attendance is important providing social and academic value, several noted that they kept their child at home to bond with a parent or to support their children's mental health. The results point to a complex and nuanced relationship among factors linked to school attendance, such as individual child and parent characteristics, transportation, food security, and after- school programs.
Author: Angela D. Durborow
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 294
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Book Description
Student attendance would seem to be a vital link in measuring student success in school. If students are not in school, they miss instruction from the teacher. Without instruction it seems incredibly difficult to complete the work needed to pass classes and be successful in school. The research explored the problem of practice of student absenteeism in a rural school. The study was conducted using mixed methods research methodology, specifically a sequential mixed methods research design. The research questions were as follows: (1) What explicit or implicit messages are parents and the school sending about school attendance? (2) What is the perceived effectiveness of the current attendance policy? (2) What is the perceived value held by teachers, administrators, and parents of student attendance in school? Quantitative data was collected to answer the question of whether or not the participating school had an attendance problem and to create a demographic profile of students who are chronically absent. Qualitative data was collected to better understand the nature of the problem, potential causes of the problem, and how to possibly create interventions to help solve the problem. In answering the research questions findings suggest the participating school does have an attendance problem and can be related to three major themes: (1) The messages sent and received by families and employees of the school, (2) the frustrating nature of an unenforced attendance policy, (3) the attitudes and values of parents and employees of the school regarding attendance and how they communicate those values with students. Specific recommendations are made to address the implications of continuing with an attendance policy perceived to be ineffective and in regards to interventions that may be successful at slowing the tide of chronic absenteeism in the participating school.
Author: Andrew L. Kipp
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Student absenteeism is a persistent issue in education and is harmful to both the school and the absentee student. One approach to improving student absenteeism is targeting contextual factors within the learning environment. The study uniquely employs an ecological agency approach to understanding absenteeism within the suburban, Kansas school context. The ecological agency theoretical framework explores the person's personal history, aspirations, and environmental conditions to better understand potential outlets or restrictions to their intended action. Using a case study methodology in a suburban, Kansas school context during the 2020-2021 school year, the study captures the decision-making of four high school absentee students using semi-structured interviews, drawings, and concept maps. The findings reveal that peer socialization opportunities, methods of instruction, shifts in cultural beliefs due to COVID-19, manifestations of anxiety and lack of space to escape their anxiety, social media bullying, and the inability to receive academic tutoring motivated the participants' daily decision to either attend or miss school during the 2020-2021 school year. The findings provide a basis to improve several institutional and classroom practices. These practices include more student-led instruction and less teacher-led instruction in both in-person and remote learning environments, promoting socialization through classroom collaboration and clubs based on emerging student interests, reducing instances of bullying through prosocial education, safe spaces for students to escape the classroom to manage their anxiety, and more opportunities for one-on-one tutoring to improve grades. The study illustrates an example of using the ecological agency approach to better understand the personal and environmental factors that lead to absenteeism. The study also informs educational policy and classroom practice to better promote student attendance. Further research should investigate other school contexts using the ecological agency theoretical framework to better understand the influence of the school environment and personal contextual factors upon student absenteeism.
Author: Linnea Bodén
Publisher: Linköping University Electronic Press
ISBN: 9176857220
Category :
Languages : en
Pages : 134
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Book Description
The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing? Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
Author: Prudence L. Carter
Publisher: Oxford University Press
ISBN: 0199983003
Category : Education
Languages : en
Pages : 337
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Book Description
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college, but every American should be given a fair chance to be prepared for college. In communities across the U.S., children lack the crucial resources and opportunities, inside and outside of schools that they need if they are to reach their potential. Closing the Opportunity Gap offers accessible, research-based essays written by top experts who highlight the discrepancies that exist in our public schools, focusing on how policy decisions and life circumstances conspire to create the "opportunity gap" that leads inexorably to stark achievement gaps. They also describe sensible policies grounded in evidence that can restore and enhance opportunities. Moving beyond conventional academic discourse, Closing the Opportunity Gap will spark vital new conversations about what schools, parents, educators, and policymakers can and should do to give all children a fair chance to thrive.
