Parental Belief on the Effect of Chronic Absenteeism in Early Elementary Students PDF Download
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Author: Ashley Madsen
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Chronic absenteeism is defined as missing ten percent or more days of school during one academic year and it is a nationwide issue. Students are missing academic instruction and are also affected socially and emotionally by not attending school each day. The purpose of this study is to understand the parental belief of the effects of chronic absenteeism in elementary school students. The research was conducted to answer these three research questions: 1) To what extent does chronic absenteeism effect a student academically, socially, and emotionally? 2) In what ways do parent beliefs impact student attendance? 3) To what extent does socioeconomic status impact chronic absenteeism? There has been a lot of research conducted in the past on chronic absenteeism and how it effects academic scores as well as high school dropout rates. In this study, the researcher focused on the parental belief and how chronic absenteeism effects early elementary school students. The researcher conducted a twenty-five questions survey sent to approximately forty parents of chronically absent students from Smith Elementary School (pseudonym coded for the school research was conducted). The participants could also volunteer to participate in a follow-up phone interview in which the researcher collected qualitative data. From the results, the researcher learned most parents were incorrect or unaware of the number of days their child was absent from school. The most common reasons for the absences were sick and vacation or trip. The parents of students who were on trips, were not concerned about their child missing school because the rigor of the makeup work was easy to complete. Another common theme is the lack of personalization of contact with families about the student’s absences. Personalizing communication with families will build relationships and improve overall school culture. Regular attendance as early as kindergarten has proven to lead to a better educational experience for all students and elementary school is setting the foundation for all future learning.
Author: Ashley Madsen
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Chronic absenteeism is defined as missing ten percent or more days of school during one academic year and it is a nationwide issue. Students are missing academic instruction and are also affected socially and emotionally by not attending school each day. The purpose of this study is to understand the parental belief of the effects of chronic absenteeism in elementary school students. The research was conducted to answer these three research questions: 1) To what extent does chronic absenteeism effect a student academically, socially, and emotionally? 2) In what ways do parent beliefs impact student attendance? 3) To what extent does socioeconomic status impact chronic absenteeism? There has been a lot of research conducted in the past on chronic absenteeism and how it effects academic scores as well as high school dropout rates. In this study, the researcher focused on the parental belief and how chronic absenteeism effects early elementary school students. The researcher conducted a twenty-five questions survey sent to approximately forty parents of chronically absent students from Smith Elementary School (pseudonym coded for the school research was conducted). The participants could also volunteer to participate in a follow-up phone interview in which the researcher collected qualitative data. From the results, the researcher learned most parents were incorrect or unaware of the number of days their child was absent from school. The most common reasons for the absences were sick and vacation or trip. The parents of students who were on trips, were not concerned about their child missing school because the rigor of the makeup work was easy to complete. Another common theme is the lack of personalization of contact with families about the student’s absences. Personalizing communication with families will build relationships and improve overall school culture. Regular attendance as early as kindergarten has proven to lead to a better educational experience for all students and elementary school is setting the foundation for all future learning.
Author: Carly Robinson
Publisher:
ISBN:
Category :
Languages : en
Pages : 40
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Book Description
Attendance in kindergarten and elementary school robustly predicts student outcomes. Despite this well-documented association, there is little experimental research on how to reduce absenteeism in the early grades. This paper presents results from a randomized field experiment in ten school districts evaluating the impact of a low-cost, parent-focused intervention on student attendance in grades K-5. The intervention targeted commonly held parental misbeliefs undervaluing the importance of regular K-5 attendance as well as the number of school days their child had missed. The intervention decreased chronic absenteeism by 15%. This study presents the first experimental evidence on how to improve student attendance in grades K-5 at scale, and has implications for increasing parental involvement in education.
Author: Stacy B. Ehrlich
Publisher: Consortium on Chicago School Research
ISBN: 9780989799430
Category : Education, Preschool
Languages : en
Pages : 64
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Book Description
Students who attend preschool regularly are significantly more likely than chronically absent preschoolers, those who missed at least 10 percent of the school year, to be ready for kindergarten and to attend school regularly in later grades. The study, which followed 25,000 three- and four-year-olds served by Chicago Public Schools (CPS) school-based preschool programs, finds chronic absenteeism is rampant among preschoolers in Chicago. In 2011-2012, almost half of three-year-olds and more than one-third of four-year-olds were chronically absent. This report examines the extent of preschool absenteeism and the reasons preschool students are absent. It also examines the relationship between preschool absences and students' scores on measures of kindergarten readiness in math, letter recognition, and social-emotional development, as well as assessments of second-grade reading fluency. Ultimately, students who miss more preschool have lower kindergarten readiness scores, and students who are chronically absent in preschool are more likely to be chronically absent in kindergarten and have lower second grade reading scores. However, students who enter preschool with the weakest skills benefit the most from regular attendance.
Author: Michael J. Puma
Publisher: Nova Novinka
ISBN:
Category : Education
Languages : en
Pages : 314
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Book Description
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
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: 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: Edward Zigler
Publisher: Basic Books
ISBN: 9780465028856
Category : Education
Languages : en
Pages : 288
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Book Description
Zigler, who has been a consultant to every administration since he helped found Head Start in the sixties, tells the behind-the-scenes story of the program's rocky course, from its beginnings as “Project Rush-Rush” to today.
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: Christie Blazer
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
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Book Description
Although high rates of absenteeism at the secondary school level have long been recognized as a significant problem, low attendance in elementary schools is often overlooked. Research suggests that one in 10 students younger than grade three nationwide is considered chronically absent, defined as missing 10 percent or more of the school year. This Information Capsule reviews the causes and consequences of early chronic absenteeism. In addition, research-based strategies for combating early chronic absenteeism are provided. Attendance rates at Miami-Dade County Public Schools' elementary schools are summarized and a brief description of a multidisciplinary truancy prevention and intervention pilot program operating in 10 of the District's schools is provided. Suggestions for elementary schools, based on the research reviewed for this paper, include starting interventions early, addressing parental barriers and challenges that inhibit consistent school attendance, coordinating with parents and community agencies to intervene on behalf of chronically absent students, and contacting parents as soon as troubling patterns of absences begin to appear. (Contains 1 table.).
Author: Katherine Guglielmi
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Research has demonstrated students of parents with positive perceptions and high values towards school attendance, attend school more regularly. The COVID-19 pandemic and the adoption of remote learning to mitigate the spread of COVID, resulted in significant increases in student absences across the state of California. The purpose of the study is to determine the extent to which COVID-19 impacted parental beliefs and perceptions of absenteeism. Students of parents who fundamentally value education and the importance of school attendance, have lower rates of absenteeism. Previous research focused on the correlation between parental beliefs and rates of absenteeism. A convergent parallel mixed methods study was conducted to determine the impact of COVID-19 on parental beliefs regarding absenteeism. A survey with quantitative questions and qualitative open-ended questions were analyzed to identify themes through holistic, in vivo coding. Results showed the largest impact of COVID-19 was the declining parent value of school attendance and shifts in beliefs about absenteeism. There is a need for research focused on absenteeism and parent perceptions after COVID-19. Due to the results of the pandemic being relatively new, there is little research on this topic. The study concluded the educational community would benefit from more research to fully understand the scope of the impact COVID-19 had on parental beliefs and absenteeism.
