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1.
ABSTRACT

Following a 2008 report that documented the extent of chronic absenteeism in New York City's schools, the city organized an interagency task force to develop and implement a citywide effort to reduce chronic absenteeism. Given the size of the city school system and the scope of chronic absenteeism, the effort became the nation's most comprehensive campaign against absenteeism. Analyses of the campaign's pilot in 100 schools, with over 80,000 students, found that its efforts, particularly the Success Mentors program, significantly improved students' attendance rates and reduced chronic absenteeism, particularly for students from a high-poverty background.  相似文献   

2.
Abstract

Reducing student absenteeism and truancy is a goal of many schools across the country. Surprisingly little research focuses on what schools can do to increase and sustain students' daily attendance, and even fewer studies explore how family-school-community partnerships may contribute to this goal. In this longitudinal study, data were collected on schools' rates of daily student attendance and chronic absenteeism and on specific partnership practices that were implemented to help increase or sustain student attendance. Results indicate that several family-school-community partnership practices predict an increase in daily attendance, a decrease in chronic absenteeism, or both. The data suggest that schools may be able to increase student attendance in elementary school by implementing specific family and community involvement activities.  相似文献   

3.
A large body of research demonstrates that school absenteeism is detrimental to learning, academic achievement and educational outcomes. However, questions remain whether this relationship varies according to the timing and reasons of absenteeism. Using time-stamped administrative school attendance data among 62,841 students enrolled in secondary education, this study examined whether the association between school absenteeism and student's examination results at the end of the school year varies with the timing and reasons of absenteeism. The findings show that unexcused absenteeism, sickness absenteeism and school exclusion all have a negative impact on student's academic achievement. In addition, the findings suggested that unexcused absenteeism is more harmful at the beginning of the school year and at the end of the school year. Sickness absenteeism seems also more harmful at the end of the school year. In the discussion I elaborate on the implications of these findings for policy and practice.  相似文献   

4.
ABSTRACT

Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable across these early years, but children who experienced two years of Head Start were less likely to be absent in kindergarten than their classmates who only attended the program for one year. Ultimately, absenteeism at both ages 3 and 4 was associated with lower math and literacy achievement. However, children who experienced two years of Head Start and were more frequently absent demonstrated greater language development through the end of kindergarten as compared with children who only attended the program for one year. Policy implications are discussed in light of the complexity of early childhood education attendance in the United States.  相似文献   

5.
Truant student behavior can be due to various reasons. Some of these reasons are located in schools. So far, little is known about how student perception of school rules is related to truancy. This study aims to identify types of school attendance policies and how these policies are associated with individual truancy. Self-reports from the German student sample of PISA 2012 (N = 5,001) were analyzed to evaluate truancy and student perception of school attendance policies. A linear regression model was specified to predict truancy. Two styles of school attendance policies as perceived by students could be distinguished: active and passive. Students who perceived their school's attendance policy to be active were truant less often than students who thought their school's attendance policy was passive.  相似文献   

6.
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 evaluates the effect of chronic absenteeism on both achievement and socioemotional outcomes. The findings suggest that chronic absenteeism reduces math and reading achievement outcomes, reduces educational engagement, and decreases social engagement. Hence, this study offers new evidence on how an undermeasured aspect of missing school impedes students’ attainment. Implications for policy and practice are discussed.  相似文献   

7.
Abstract

Student absenteeism is a widespread and critical issue in early childhood education. Current efforts to reduce student absenteeism in both preschool and K–12 settings have largely been family- and parent-focused interventions. Yet, interventions targeting teachers and schools may similarly be effective tools to improve student attendance. We utilize data from a large-scale, experimental evaluation of an early childhood professional development intervention to examine whether it impacted children’s absenteeism and chronic absenteeism. Although the professional development targeted the quality of teacher-child interactions and did not target children’s absenteeism, we find that the professional development reduced student absence rates by 1.0 percentage points (equivalent to approximately an additional 1.9?days of preschool). The professional development also reduced chronic absenteeism by 6.0 percentage points. Impacts were concentrated among lower-income children. Implications for policies targeting student absenteeism in preschool settings are discussed.  相似文献   

8.
ABSTRACT

Investments in preschool programs for children from disadvantaged backgrounds have historically been supported by research showing that these programs help children build school readiness skills and narrow the income-achievement gap. However, results from recent studies of the links between preschool participation and increases in school readiness skills are more mixed. Significant variation in regular preschool attendance and the availability of high-quality early learning environments could help explain mixed findings on preschool effectiveness. Using data from a preschool expansion demonstration project, we explored associations between children's attendance rates, classroom quality, and neighborhood poverty and children's fall to spring gains in a set of important school readiness skills in executive functioning. Children (N = 197) lived in neighborhoods where 26% of households (range = 0 – 92%) lived below the poverty line and attended 48 classrooms in public and private settings. Attendance rates, including chronic absenteeism, were significantly associated with children's gains in executive functioning skills, but only when children attended high-quality classrooms. Results suggest that efforts to increase attendance rates may benefit children's executive functioning skills among children living in higher poverty neighborhoods the most when communities also invest in increasing preschool classroom quality.  相似文献   

9.
The Kauffman School is a public charter school serving students from low-income neighborhoods in Kansas City, Missouri. This paper used a matched comparison group design to estimate the impacts of the Kauffman School on student achievement, attendance, and suspensions. We found that the Kauffman School had large positive impacts on student achievement in mathematics, reading, and science. This paper also used qualitative data to explore possible mechanisms for the school's effects. We found evidence that the Kauffman School's hallmarks are being implemented faithfully, and that stakeholders believe the school's methods are having a positive influence on students' attitudes and performance  相似文献   

10.
Abstract

This study was designed to see how successfully the unwed mother fits into the environment of the “culturally deprived” high school after having given birth to an Illegitimate child. Thirty-seven subjects were selected ns a study group and their progress was followed for one semester. Their records In three areas, attendance, grades, and emotional behavior were compared with a control group which was made up of a random sampling of the school's population.

The results showed that In nil three areas the study group scored considerably lower than the control. By the end of the semester over half of the unwed mothers had dropped out of school while only 13 percent of the control group had left. The conclusion was reached that without special help most unwed mothers will have considerable trouble when returned to school.  相似文献   

11.
ABSTRACT

Chronic absenteeism in K-12 schools is strongly associated with critical educational outcomes such as student achievement and graduation. Yet, the causes of chronic absenteeism are complex, with environmental, family/individual, and school factors all affecting the likelihood of a student attending school regularly. This exploratory study examines whether school organizational effectiveness has the potential to moderate external influences on chronic absenteeism. Using school-level scores from the 5Essentials surveys, we find that, in traditional public schools, schools that are organized for effectiveness have lower rates of chronic absenteeism, while controlling for student demographics and grade level. In particular, schools with higher scores for “involved families” have lower chronic absenteeism. While charter schools in Detroit have significantly lower rates of chronic absenteeism than traditional public schools, we did not find an association between organizational effectiveness and chronic absenteeism in charter schools. This suggests that student sorting by school type may produce variation in chronic absenteeism rates that is not moderated by school actions. These findings have important implications for practice and policy, as educators seek to reduce chronic absenteeism in response to pressures from high-stakes accountability systems.  相似文献   

12.
This article describes a graduated re-entry behavioral intervention implemented over an eight week period to treat a child with school refusal who would run away from school if taken there against his will. A multi-method evaluation procedure was used. Baseline data were collected over a five day period documenting school attendance and running away behaviors. In addition, a comprehensive psychological test battery was administered to the child, and clinical interviews conducted with the child's parents and teacher were used to develop the most appropriate treatment program. Based on these data, an initial graduated exposure to school combined with positive reinforcement for staying in school was chosen. As the intervention proceeded the greatest concern became the need to minimize the reinforcing impact of the child's mother on the child's school refusal. The intervention was eventually changed to a rapid exposure to school. By the third week of the intervention, the child was attending school all day for five consecutive days. He maintained this attendance record for the remainder of the treatment program. Follow-up data collected at bi-weekly intervals for a seven month time period until the end of the school year and follow-up for the first two months of the next school year showed stable and continued efficacy of the intervention, with no reoccurrence of refusal to attend or remain at school once he had arrived. © 1996 John Wiley & Sons, Inc.  相似文献   

13.
The aim was to study effects of an extension of physical education and motor training on motor skills, attention and cognition during a period of three years. The study has two intervention groups (n = 152) that have physical activity and motor training one lesson every school day and one control group (n = 99) that has the school's ordinary physical education two lessons per week. The method is hypothetic‐deductive. The results confirm the hypothesis that children's motor skills improve with extended physical activity and motor training. The hypothesis that children's attention will improve cannot be confirmed. Although pupils in intervention groups have better attention in school year 2 than pupils in the control group, the differences do not remain in school year 3. The third hypothesis concerning academic achievements is confirmed by several results in Swedish and mathematics. The MUGI observation programme was found to be useful both as a screening and as a pedagogic instrument.  相似文献   

14.
Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students’ school performance in the United States. Students who were more frequently absent in any year of elementary school demonstrated lower academic, executive function, and socioemotional outcomes. Although there was little variation in the magnitude of associations across grade levels, there was evidence of cumulative associations. Specifically, students who were consistently absent throughout elementary school tended to have lower outcomes across developmental domains in the long-term. The negative links between absenteeism and outcomes were larger for Black than White students, but few other subgroup differences emerged.  相似文献   

15.
ABSTRACT

Chronic absenteeism is often referred to as a problem hidden in plain sight (Chang & Romero, 2008). In recent years, more communities around the United States have been intentional on improving student attendance and limiting the impact of chronic absenteeism. Using qualitative interviews, we sought to understand how one community was implementing strategies to engage a variety of stakeholders in an effort to decrease chronic absenteeism. Findings suggest that when it comes to increasing attendance, districts and schools should consider partnering with organizations to leverage their expertise and knowledge. This article concludes with implications for policy and practice, and concludes with a research framework for studying solutions and interventions around chronic absenteeism.  相似文献   

16.
This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade‐level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student‐to‐teacher, student‐to‐student and teacher‐to‐student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' involvement in extracurricular activities and student leadership generally did not seem to relate to their perceptions of ethical climate. Based upon these findings, the school's moral education intervention programs should increase their focus on the area of teacher‐to‐student relationships and interactions and the subgroups of male students, students in higher grades and students with lower academic achievement. Implications for future research on school climate are also discussed.  相似文献   

17.
Abstract

In 1992, I conducted a study in two schools, the Scarsdale High Alternative School (SAS) in New York, a Kohlbergian Just Community Program for 16 years, headed by Tony Arenella; and Public School No. 825, a kindergarten to senior high school on the outskirts of Moscow, Russia, an experimental school in Developmental Education following the ideas of Lev Vygotsky, headed by Vladimir Karakovsky. This article presents a narrative comparison of the philosophies and practices of the secondary teachers in each school. The teachers’ philosophies seemed to be like Janus, facing in two directions‐‐outward toward the school culture, reflecting each school's shared norms and values, and inward, expressing each person's own values and ways of thinking. It was the influence of each school's culture that created the most striking philosophical differences. Teachers from Russia and the US held only one value in common: community. Other particular norms and values differed almost completely and seem to reflect the larger cultures of the US and Russia: affection and harmony rooted in love of Motherland for the Russians, and for the Americans, a sense of self and responsibility expressing the value of individualism. The paper first focuses on how teachers in each school conceived of the morality of teaching and of the moral authority of teachers. The focus then moves to a discussion of both the common and unique norms and values the teachers desired to transmit to their students, the practices they use and the moral conflicts they face. The article concludes with remarks about what we can learn from these schools for moral education.  相似文献   

18.
ABSTRACT

The author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics.  相似文献   

19.

After introducing the author, some themes central to the article are explored through one school's eight year involvement with the Improving the Quality of Education for All (IQEA) school's improvement initiative. A short account of Sharnbrook Upper Schools evolving journey is presented, based around three different models. From this issues related to maintenance and development, and to leadership are explored. The final phase of the article suggests limitations to the models of transactional and transformational leadership as a means of providing leadership for the long haul in school improvement. Deriving from an analysis of contemporary research about leadership and from grounded understandings about alternative approaches to leadership (in both principle and practice) new leadership themes are presented, which are based around values, shared leadership contexts and capacity creation through learning.  相似文献   

20.
ABSTRACT

Since the Common School era, states have maintained truancy laws to ensure that students attend school. However, we know little about the severity of these laws and their relationship to student outcomes, particularly absenteeism. In this study, we survey state education statutes to document the severity of truancy policies. We estimate the relationship between these truancy policies and rates of chronic absenteeism via multilevel models using data on all U.S. public schools from the Office of Civil Rights. We find that most students live in states where they may be referred to legal authorities for levels of absenteeism below federal standards. We find little evidence that states with truancy policies have lower chronic absenteeism after adjusting for demographic and other characteristics. However, while non-White high-school students are overrepresented among chronic absences overall, they have rates of chronic absenteeism comparable to their White peers in states with less severe truancy policies.  相似文献   

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