Relevant bibliographies by topics / Absenteeism school attendance

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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  5. Reports

Academic literature on the topic 'Absenteeism school attendance'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Absenteeism school attendance"

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Kirksey, J. Jacob. "Academic Harms of Missing High School and the Accuracy of Current Policy Thresholds: Analysis of Preregistered Administrative Data From a California School District." AERA Open 5, no. 3 (July 2019): 233285841986769. http://dx.doi.org/10.1177/2332858419867692.

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Currently, the state of California has dedicated much focus to reducing absenteeism in schools through the In School + On Track initiative, which revitalizes efforts made to keep accurate and informative attendance data. Additionally, absenteeism has been integrated into California’s Local Control and Accountability Plan to monitor district performance and improvement. Given the heightened policy concern surrounding absenteeism and truancy, this study seeks to improve researchers’ understanding of the impacts of missing school for high school students. This study will be the first known study to use preregistered secondary data from a school district, let alone the first preregistered study that seeks to address student attendance in schools.
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Moodley, Raymond, Francisco Chiclana, Jenny Carter, and Fabio Caraffini. "Using Data Mining in Educational Administration: A Case Study on Improving School Attendance." Applied Sciences 10, no. 9 (April 29, 2020): 3116. http://dx.doi.org/10.3390/app10093116.

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Pupil absenteeism remains a significant problem for schools across the globe with negative impacts on overall pupil performance being well-documented. Whilst all schools continue to emphasize good attendance, some schools still find it difficult to reach the required average attendance, which in the UK is 96%. A novel approach is proposed to help schools improve attendance that leverages the market target model, which is built on association rule mining and probability theory, to target sessions that are most impactful to overall poor attendance. Tests conducted at Willen Primary School, in Milton Keynes, UK, showed that significant improvements can be made to overall attendance, attendance in the target session, and persistent (chronic) absenteeism, through the use of this approach. The paper concludes by discussing school leadership, research implications, and highlights future work which includes the development of a software program that can be rolled-out to other schools.
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Sturgeon, Ron, and John Beer. "Attendance Reward and Absenteeism in High School." Psychological Reports 66, no. 3 (June 1990): 759–62. http://dx.doi.org/10.2466/pr0.1990.66.3.759.

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Bañez, Richard M., Rubilyn M. Latido, Nora V. Marasigan, and Conrado D. M. Reyes. "Introspecting the Causes of Absenteeism of Pre-Service Teachers." International Educational Research 1, no. 2 (November 14, 2018): p69. http://dx.doi.org/10.30560/ier.v1n2p69.

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Educators have recognized the importance of school attendance to learners’ academic growth and development. School attendance is often linked to positive school performance and considered as predictor of academic success. This notion makes it imperative to examine the potential causes of absenteeism to prevent students to be at risk of habitual truancy. Hence, this survey type of research determined the causes of absenteeism of teacher education students along attitude, school, and home-related factors. Twenty-three teacher education students who were purposively chosen as respondents based on their attendance record perceived attitude-related and home-related factors as highly contributory to their absenteeism. They had considered their current program not as their field of interest nor their first choice in selecting academic programs, and were also easily affected by their parents’ quarrel. Moreover, they considered school-related factors as contributory to absenteeism as the classrooms’ ventilation appeared not conducive to learning for the respondents. An intervention program strengthening the monitoring of students’ attendance is highly recommended in this study.
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Yeung, Ryan, Bradley Gunton, Dylan Kalbacher, Jed Seltzer, and Hannah Wesolowski. "Can Health Insurance Reduce School Absenteeism?" Education and Urban Society 43, no. 6 (September 13, 2010): 696–721. http://dx.doi.org/10.1177/0013124510381379.

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Enacted in 1997, the State Children’s Health Insurance Program (SCHIP) represented the largest expansion of U.S. public health care coverage since the passage of Medicare and Medicaid 32 years earlier. Although the program has recently been reauthorized, there remains a considerable lack of thorough and well-designed evaluations of the program. In this study, we use school attendance as a measure of the program’s impact. Utilizing state-level data and the use of fixed-effects regression techniques, we conclude that SCHIP has had a positive and significant effect on state average daily attendance rates, as measured by both SCHIP participation and eligibility rates. The results support the renewal and expansion of the program.
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Bartanen, Brendan. "Principal Quality and Student Attendance." Educational Researcher 49, no. 2 (January 13, 2020): 101–13. http://dx.doi.org/10.3102/0013189x19898702.

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Student attendance is increasingly recognized as an important measure of educational success, which has spurred a body of research examining the extent to which schools can affect this outcome. However, prior work almost exclusively focuses on teachers, and no studies have explicitly examined the importance of school leaders. This study begins to fill this gap by estimating principal value-added to student absences. Drawing on statewide data from Tennessee over a decade, I find that principal effects on student absences are comparable in magnitude to effects on student achievement. Moving from the 25th to 75th percentile in principal value-added decreases student absences by 1.4 instructional days and lowers the probability of chronic absenteeism by 4 percentage points. Principals have larger effects in urban and high-poverty schools, which also have the highest baseline absenteeism rates. Finally, principals who excel at decreasing student absences may not be those who excel at increasing student test scores, and high-stakes accountability measures, such as supervisor ratings, fail to identify principals who decrease student absenteeism.
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Weismuller, Penny C., Merry A. Grasska, Marilyn Alexander, Catherine G. White, and Pat Kramer. "Elementary School Nurse Interventions: Attendance and Health Outcomes." Journal of School Nursing 23, no. 2 (April 2007): 111–18. http://dx.doi.org/10.1177/10598405070230020901.

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Regular school attendance is a necessary part of the learning process; student absenteeism has a direct association with poor academic performance. School nurses can influence student attendance. This study describes the impact of school nurse interventions on student absenteeism and student health. A retrospective review of 240 randomly selected elementary student health folders and attendance records was conducted. School nurses were involved with 75% of high-absence students as compared to 66% of low-absence students; they were also more involved with students who had previously identified health conditions. There were no referrals to the school nurse for absenteeism and school nurse interventions were not targeted to attendance, despite 17% of students missing 11 or more school days. Nursing documentation was sparse and primarily task related. Few records contained entries of nursing diagnoses, interventions, or outcomes. Of the 134 interventions provided, only 56 (41.2%) had some information about the condition outcome, but it was insufficient to determine the effectiveness of nursing interventions. Furthermore, the record system did not support the collection of standard information for interventions or outcomes from which effectiveness could be determined. Recommendations include establishment of an attendance referral policy and improved documentation systems, including the use of standardized nursing language to demonstrate student outcomes.
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Robinson, Carly D., Monica G. Lee, Eric Dearing, and Todd Rogers. "Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs." American Educational Research Journal 55, no. 6 (May 22, 2018): 1163–92. http://dx.doi.org/10.3102/0002831218772274.

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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 10 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.
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Davis, Kimberly A., Sharlene Allen-Milton, and Sylvia Coats-Boynton. "Making the Case for Results-Based Accountability as an Intervention for Chronic Absenteeism in Schools to Improve Attendance." Race and Justice 9, no. 1 (December 13, 2018): 46–59. http://dx.doi.org/10.1177/2153368718816500.

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Chronic absenteeism has been indicated to put over 6 million students at the risk of numerous negative short- and long-term outcomes, such as academic failure, dropping out of school, long-term health issues, unemployment, and exposure to the juvenile justice system. Research presents a clear case that the use of zero tolerance policies, such as suspension and expulsion, contributes significantly to the rates of chronic absenteeism among students of color. When students of color are absent from school, regardless of the reason for the absences, it presents significant barriers to equitable and effective instruction, undermines stable learning environments, and inhibits students’ success. Chronic absence can be reduced when schools work with families and communities to track attendance data, create welcoming school environments, and implement strategies to address barriers to attendance. Results-based accountability (RBA) is a measure of accountability that has successfully been used to improve the performance of school districts, programs, agencies, municipalities, and service systems. This article presents a case for RBA to be considered as a standard measure of accountability for schools, districts, and agencies in their efforts to improve school attendance. This article also provides recommendations and implications for practice, policy, education, and research.
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Shaikh, Sameer, Ammar Ahmed Siddiqui, and Mohammad Aljanakh. "School Absenteeism due to Toothache among Secondary School Students Aged 16–18 Years in the Ha’il Region of Saudi Arabia." Pain Research and Treatment 2016 (February 18, 2016): 1–4. http://dx.doi.org/10.1155/2016/7058390.

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Objective. This study assessed the impact of toothache on school attendance among secondary school students in the Ha’il Region, Saudi Arabia. Methods. A cross-sectional, paper based survey was conducted among 16–18-year-old students of public sector secondary schools in the Ha’il Region, Saudi Arabia. Results. Of the 510 students selected from the participating schools, 480 were analyzed (94.1%). Of the sample, 50.4% were boys. Among the participants in the study, 86 students reported school absence due to toothache in the six months prior to the survey. Consequently, the prevalence of absenteeism due to toothache in this study was of 18%. Conclusion. The prevalence of school absenteeism due to toothache among students in the Ha’il Region was low. Yet, still, missed school days due to toothache may have implications for students also in the Ha’il Region, Saudi Arabia, as school absenteeism leads to missed opportunities for learning and academic advancement.
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Dissertations / Theses on the topic "Absenteeism school attendance"

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Hicks, Jason Sudlow. "Absenteeism within special education : an exploratory analysis /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052178.

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Brown, Robert S. "A study of absenteeism in the Toronto Board of Education, 1850-1997." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/NQ41059.pdf.

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Ioannakis, Irene. "Patterns of absence of compulsory age students : a retrospective study." Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12200.

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This study focusses on the examination of the recorded absences of compulsory age students. The main purpose was to identify emergent patterns of school non-attendance, critical periods of absences and key factors within and beyond the school that might contribute to school non-attendance and the impact such non-attendance has on student achievement and perceptions of schooling.A review of literature on school non-attendance was undertaken and presented to highlight the number of factors that are often linked with non-attendance. As a result of the literature review a comprehensive list of factors for further investigation was distilled and a conceptual framework was developed. It was this conceptual framework, together with the research questions, that guided the research design and the subsequent collection and analysis of data.The research was undertaken in Perth, Western Australia utilising one State Government secondary school and five of its contributory (or feeder) primary schools. The research constituted a retrospective study spanning seven years (1989 to 1995 inclusive) incorporating the complete attendance records of 61 students.The first phase of the study involved the establishment of an empirical database developed from records compiled by the five feeder schools and the secondary school under study. Data derived from the schools were analysed to establish the patterns of non-attendance and trends.The second phase involved a series of case studies in which student perceptions on school non-attendance were investigated alongside the student's characteristics and attendance patterns in order to provide greater insight into key factors contributing to school non-attendance.The case studies not only provided greater insight into key factors contributing to school non-attendance but also the impact non-attendance had on the educational outcomes of the deemed ++
'at risk' students.Finally, the thesis provides a number of conclusions and action statements to all key stakeholders including the schools at the centre of this research, policy makers within the State Government Education Department, parents, and personnel from other schools within Western Australia, for future action and continuing research. There is a collective responsibility to ensure all students maximise their learning outcomes through the educational programs provided in the schooling system.The study also has the potential to provide a framework at both the national and international level as the outcomes of this research have potential significance for a number of interested organisations involved in providing educational and other programs for 'at risk' students.
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Woods, Robert C. "The effect of teacher attendance on student achievement in two selected school districts." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720410.

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The purpose of the study was to determine the impact of teacher absences from the classroom on student achievement. The specific grade level researched was the third grade. Two school corporations, one in Indiana and one in Wyoming, participated in the research study. Changed scores on reading achievement were utilized to evaluate the impact of teacher absence on achievement.A review of the literature was conducted to identify previous studies on this subject. Several studies were found that examined teacher absences.Private sector research was also reviewed. These studies found employee absences to have a negative impact on productivity.Teacher absences were divided into three categories: 0-4, 4.5-11.0, and 11.5 days absent and above. The data on student achievement was compared to each attendance cell to determine a difference of significance existed. The Iowa Test of Basic Skills was used to determine student achievement. To measure growth in achievement, student scores obtained in the fall semester of the third grade experience were compared to scores obtained in the fall semester of the fourth grade.Data collected supported the following conclusions:1. Teacher attendance did have a significant impact on student achievement.2. Students enrolled in classes where teachers had absences of 4.5 days or more did not score as well on the Iowa Test of Basic Skills achievement tests as students with teachers having less than 4.5 days of absence.3. Fringe benefits used to pay for absences will encourage employees to miss work unnecessarily.4. Teachers having absences between 0-4.0, regardless of principal ratings, had students that scored better on the Iowa Test of Basic Skills achievement tests than teachers with absences in excess of 4.0.5. Teacher days absent and overall ratings by principals are independent of each other. The data suggest principals do not consider absences when evaluating teachers.6. Teachers' application of current educational research to the classroom demonstrated a significant impact on grade equivalency gain.7. Teacher knowledge of subject matter taught had a significant impact on percentile gain by students.
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Schoonover, Sarah Diane, and Wyona Marie Lagomarsino. "The effects of childhood obesity on elementary school absenteeism." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2750.

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The purpose of this study was to determine if a relationship existed between body mass index and school absence. The research was a retrospective study of school nurse height and weight reports and attendance reports for 2nd grade Hispanic students at an elementary school in Riverside, California.
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Swartz, Victoria Valerie. "A grounded theory study of parents' experiences in the school environment when dealing with their children's school attendance." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1435141538.

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Clayton, Johnson Marla. "The Evaluation of Positive Intervention Strategies on Chronic Absenteeism at the High School Level." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3729.

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There is an abundance of research on chronic absenteeism as well as the multi-tiered system of support (MTSS) approach, specifically the element of positive behavior intervention strategies (PBIS), at the elementary school level. A clear understanding of MTSS and PBIS at the high school level and how those approaches may impact chronic absenteeism of high school students is lacking in the recent research. The literature review provided the reader with an overview on PBIS and chronic absenteeism through the theoretical lens of Cooper’s (1982) Applied Behavior Analysis (ABA) theory and explained the influence that PBIS has on chronic absenteeism at the elementary school level. The argument supporting utilizing successful policies already in place to address chronic absenteeism at the high school level is presented. This study identifies PBIS within the current research, as a means to understand how these promising practices may support improved attendance for the chronically absent high school student. The research suggests that positive behavior intervention strategies have tangentially decreased chronic absenteeism by reducing suspension rates at the elementary school level. This study sought to understand how effective, evidence-based positive behavior intervention strategies (PBIS), which have addressed and improved challenging student behavior schoolwide, can be repurposed to combat the causes associated with chronic absenteeism at the high school level. The causes associated with chronic absenteeism at the high school level fall into four categories termed school, family, environmental and personal. The objective of this quantitative program evaluation study was to evaluate the PBIS interventions that a local, small public high school used for targeted chronically absent high school students to see if their chronically absenteeism rate decreases. This study hypothesizes that the PBIS approach to behavior intervention can successfully transfer to decrease chronic absenteeism at the high school level. Additionally, this study discusses the extent to which results may be generalized to high school students across school districts. The results of this research study affirm the research questions that PBIS strategies can be repurposed to address chronic absenteeism at the high school level and having an effective attendance intervention program can improve attendance rates between and within attendance tiers in high school students, resulting in reduced chronic absenteeism. The most effective tier in improving attendance rates and reducing chronic absenteeism was both Tier 3 and Tier 4, with each tier resulting in 50% of participants increasing their attendance rates and reducing chronic absenteeism.
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Sanzila, Keith Mumba. "Environmental factors influencing learner absenteeism in six schools in the Kavango Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003398.

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This study on learner absenteeism takes place in the Namibian context with a focus on the Kavango region, located in Northern Namibia, where absenteeism has been identified as a problem. The intention of the study is to find out the relationship between learner absenteeism and environmental factors. The research question was framed as: How do environmental factors influence learner absenteeism in schools, conceptualised as human activity systems in the Kavango Region (Namibia)? The wider intention of this study is to inform processes that can be put in place to reduce the impact of environmental factors on learner absenteeism, with the ultimate view of improving the quality of education. The literature review provides insight into learner absenteeism in developing and developed nations. It outlines the Namibian policies developed for improving learner attendance and retention of learners in schools, with the view of improving access to school. The study is located within the broader goals of education of Namibia. The research adopts a qualitative interpretive approach, and focuses on environmental factors influencing learner absenteeism in six case studies, which are selected schools in the Kavango province. The study uses a variety of tools such as questionnaires, focus group interviews, observations and interviews as well as document analysis. It uses a combination of inductive and abductive modes of inference in the data analysis. It draws on systems thinking to develop a model that theorises the interrelated roles of different stakeholders, namely, learners, teachers, parents, educational officials (including the regional office and the Ministry of Education). It proposes possible strategies for reduction of learner absenteeism that could contribute towards the improvement of the quality of education. It also mentions the benefits of reducing learner absenteeism in the schools involved in the case study. The findings clearly show that poverty is the main environmental factor that influences learner attendance. The impact of poverty does not, however, occur in isolation; it interacts and has influence over other environmental factors such as alcohol abuse, sickness, lack of parental involvement, lack of motivation from stakeholders and household work. The study also found certain educational factors influenced learner absenteeism, such as teacher attitude, pedagogical styles, and lack of security. The study ends with recommendations to reduce learner absenteeism and recommendations for further research.
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Gunn, Sheena, and n/a. "An exploratory study looking for factors that are related to the poor attendance of Aboriginal primary age children." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060713.132349.

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This is an exploratory study that tries to isolate those factors that specifically relate to the poor attendance levels of Aboriginal primary age children. The study took place in the North-West Region of the NSW Department of Education. It was conducted by a member of the Home/School Liaison Team which had been set up to address the problem of non-attendance in NSW schools. After considering both overseas and Australian studies relating to non-attendance at school individual, family and school-based factors were looked at. One school was targeted as a case study and students from other schools in the North-West Region were randomly chosen to participate to attempt to broaden the results. The student and a care provider were interviewed individually and each student's teacher completed a questionnaire and student profile sheet. Where possible, interviewing was performed by an Aboriginal person to allow the interviewee to feel more comfortable. To get further details of school-based factors, all Public Schools in the North-West Region with Aboriginal enrolments were sent questionnaires to be filled in by a staff member in a promotions position and classroom teachers within that school. The major finding of the study was the significance of the previous attendance history of the student, thus indicating the necessity for early intervention if prevention of poor attendance patterns is to occur. The targeting of the beginning years of schooling and the introduction of parent education programs about the importance of these early years are recommended. Other areas found in this study to be related significantly to poor attendance were a competitive class climate, the socio-economic background of parents, parent employment history, parent educational background, single parent families, overcrowding and peer group influences. The study confirmed what many researchers had found: that school absenteeism is a problem with many contributory factors and each student needs to be looked at individually. Each case needs to be dealt with on its own merits.
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Salemi, Anna Marie Torrens. "The social construction of school refusal : an exploratory study of school personnel's perceptions." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001445.

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Books on the topic "Absenteeism school attendance"

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Truancy and school absenteeism. London: Hodder and Stoughton, 1985.

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Chmela, Janice. Student absenteeism, truancy, school dropout. Gardena, CA: Harcourt Brace Jovanovich, Legal and Professional Publications, 1985.

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Roehampton Institute of Higher Education., ed. Why do teenage girls truant?: A study of school absenteeism in two schools on Merseyside. London: Roehampton Institute, 1988.

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Addressing localised student absenteeism and school withdrawal: An action research strategy. [Boroko, Papua New Guinea]: The National Research Institute, 2010.

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McSorley, Cathy. School absenteeism in Clondalkin: Causes and responses : a study commissioned by the Clondalkin Partnership. [Clondalkin]: [Clondalkin Partnership], 1997.

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Vernon-Allen, Susan Louise. Stress factors in absenteeism: The influence of children's coping skills on levels of school attendance. Birmingham: University of Birmingham, 1998.

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Riche, E. M. Le. Absenteeism from school: female students' perceptions of their secondary schools. Without a full understanding of girls' perceptions of school attendance will not be improved. [Guildford]: [University of Surrey], 1992.

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David, Galloway. Schools and persistent absentees. Oxford [Oxfordshire]: Pergamon Press, 1985.

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Glackin, Patricia Ann. A study of a groupwork approach with persistent absentees in attempting to raise self-esteem and attendance while improving attitudes to school. [s.l: The Author], 1998.

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Ken, Reid, ed. Combating school absenteeism. London: Hodder and Stoughton, 1987.

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Book chapters on the topic "Absenteeism school attendance"

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Kearney, Christopher A. "Introduction to School Attendance Problems in Youth." In Helping Families of Youth with School Attendance Problems, 1–18. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190912574.003.0001.

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Chapter 1 initially offers the reader a detailed definition and description of the concept of school attendance problems in children and adolescents. The chapter briefly focuses on definitions of key terms, epidemiology, common behaviors and symptoms associated with problematic absenteeism, and short- and long-term outcomes of problematic absenteeism. However, the main focus is on how these characteristics pertain to, and illustrate, the real-life cases seen by the reader. Chapter 1 also includes an overview of the book’s approach and its theoretical basis and mechanisms of action, such as (1) a proactive focus and immediate, effective intervention, (2) frequent progress monitoring, (3) functional behavioral assessment, (4) empirically supported treatment procedures, and (5) a team-based cooperative approach among clinicians, school officials, and family members, especially parents, for implementation.
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Kearney, Christopher A. "Tier 1 Strategies to Enhance Attendance and Prevent Absenteeism." In Managing School Absenteeism at Multiple Tiers, 18–36. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199985296.003.0002.

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Kearney, Christopher A. "What Are School Attendance Problems?" In Getting Your Child Back to School, 1–24. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197547496.003.0001.

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This chapter provides an overview of types of school attendance problems, including full-day absences, partial absences or skipped classes, tardiness, morning behavior problems in an attempt to miss school, and distress during the school day. This chapter also includes a summary of what the book is about as well as a discussion of conditions under which the book will be more helpful or less helpful to parents. This chapter provides suggestions for seeking outside professional help if the book is deemed less helpful. This chapter also covers prevalence of school attendance problems, common characteristics of this population, adjusting to a new school, medical conditions associated with absenteeism, and how to define success. This chapter also asks parents to collate main contact information for parties needed to help resolve a child’s school attendance problems.
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Kearney, Christopher A. "Chronic and Severe School Attendance Problems." In Helping Families of Youth with School Attendance Problems, 123–40. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190912574.003.0007.

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Chapter 7 covers approaches to address enduring and severe cases of problematic school absenteeism. These interventions refer to those directed toward students with complex or longstanding problems who require a broader approach and progress monitoring across various areas. This includes alternative educational programs, legal strategies, and accommodation plans. Chapter 7 also offers ideas about working with youths who have already departed the school system. In addition, guidelines are presented to address challenging scenarios and examples of various pathways to graduation that do not necessarily involve full-time attendance in a regular classroom setting.
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Kearney, Christopher A. "Tier 1 and Tier 3 Strategies for Problematic Absenteeism." In Helping School Refusing Children and Their Parents, 37–54. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190662059.003.0003.

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This chapter begins by covering Tier 1 strategies that refer to school-wide practices designed to reduce overall levels of absenteeism and improve attendance rates. These practices could be implemented in conjunction with existing programs, such as academic or antibullying programs, or they could be implemented as stand-alone techniques to specifically focus on school attendance. Important Tier 1 strategies can focus on improving school climate, enhancing parental involvement, implementing health-based and mental health-based strategies, promoting safety and social-emotional learning, and re-examining district-wide policies. The chapter also covers Tier 3 strategies that are designed to address severe and chronic cases of school refusal behavior. Important Tier 3 strategies can focus on alternative educational programs and schools, mentors, early education, family, and health services, court referral and community services, and a team approach.
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Kearney, Christopher A., and Anne Marie Albano. "Tier 3 Interventions." In When Children Refuse School, 293–302. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.003.0009.

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Chapter 9 discusses Tier 3 cases, youths who have severe, chronic, and complicated absenteeism. Such students have often exceeded the legal limit for truancy, attend class sporadically when they do go to school, and/or frequently leave school prematurely. Attendance problems have lasted for months or years. Youths with Tier 3 problems have failing grades, few credits, and little knowledge of their current coursework. They are often socially detached and may display anxiety and oppositional behavior about the prospect of returning to school. Tier 3 attendance problems often involve deteriorating relationships between parents and school officials. Interventions include addressing comorbid problems and contextual variables, enhancing academic remediation and integration, establishing school attendance, and increasing parent and family involvement in school attendance. Intervention strategies may involve an expansion of the procedures described in this therapist guide, alternative educational schools and programs, specialized programs, and second-chance programs.
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Kearney, Christopher A. "The Disengaged Middle/High School Adolescent." In Helping Families of Youth with School Attendance Problems, 103–22. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190912574.003.0006.

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Chapter 6 focuses on middle and high school youth who are increasingly disengaged from school and who may be pursuing activities outside of school during school hours. Chapter 6 includes detailed recommendations for psychoeducation, family work that can include agreements for problem-solving and enhanced communication, and work with school officials to modify academic requirements in line with a particular youth’s attendance status and potential alternative pathway toward graduation. In addition, frequent consultations between school-based personnel, mental health professionals, and parents are recommended regarding a student’s attendance status, grades, required past and present academic work, and legal and other policies regarding absenteeism. Core intervention components and procedures to expand the effectiveness of these core components are covered.
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Kearney, Christopher A., and Anne Marie Albano. "Introductory Information for Therapists." In When Children Refuse School, 1–20. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.003.0001.

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Chapter 1 introduces the primary focus of this treatment program—problematic school absenteeism. The authors use the term “school refusal behavior” as an overarching construct to represent an inability to maintain age-appropriate functioning vis-à-vis school attendance and/or to adaptively cope with school-related stressors that contribute to nonattendance. School refusal behavior refers to school-aged youths (5–17 years). The treatment program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. The procedures are generally cognitive-behavioral in nature. The interventions are sensitive to age and cognitive developmental level as well as key developmental milestones that children and adolescents must achieve. The development of this treatment program and its evidence base, benefits, and risks are presented.
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Gandhi, Jill. "How Choices and Constraints in Parents' Early Education Decisions Affect Children's School Readiness." In Advances in Early Childhood and K-12 Education, 108–38. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4435-8.ch006.

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The socioeconomic achievement gap begins at school entry and widens as children move through school. Many children from low-socioeconomic status (SES) backgrounds do not have access to the material resources or environmental enrichment that would allow them to start school at the same academic level as their peers from high-SES backgrounds. However, a wealth of research supports the potential for high-quality early care and education programs to supplement the cognitive development of students from low-SES families. Low enrollment in high-quality programs and high absenteeism rates can render these children unable to gain cognitive benefits that will prepare them for school entry. This chapter highlights how low enrollment in high-quality early care and education programs and low attendance rates are two overlooked components of dosage that contribute to the small estimates of the efficacy of preschool and the early achievement gap. By understanding these two components of dosage as the outcomes of parents' constrained decision-making, early education policy could be improved.
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Reports on the topic "Absenteeism school attendance"

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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment looking at both attendance and child development for preschool children. It is also the first behavioral intervention to use a government mobile app to send messages to parents of preschool children. The intervention had no average treatment effect on attendance, but results ranged widely across groups. Attendance by children in the 25th 75th percentiles of absenteeism rose by 0.320.68 days over the course of the 13-week intervention, and attendance among children in remote areas increased by 1.48 days. Among all children in the study, the intervention also increased language development by 0.10 standard deviations, an impact similar to that of very labor-intensive programs, such as home visits. The intervention had stronger effects on children in the remote provinces of Uruguay, increasing various domains of child development by about 0.33 to 0.37 standard deviations. Behavioral interventions seeking to reduce absenteeism and raise test scores usually nudge parents on both the importance of attendance and ways to improve child development. In this experiment, the nudges focused only on absenteeism but had an effect on both.
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