Ashleigh Stambaugh Salem College May 22016 Introduction Attendance issues have always been a problem placed on teachers in the 21 st century Addressing attendance earlier should be a priority for teachers and other education professionals ID: 536689
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Slide1
Absenteeism, Tardiness, and Early Dismissals: Addressing Students Missing Time In Class
Ashleigh Stambaugh
Salem College
May 2,2016Slide2
Introduction
Attendance issues have always been a problem placed on teachers in the 21
st
century
Addressing attendance earlier should be a priority for teachers and other education professionals.
Previous research focuses mostly on full day absences, not
tardies
and early dismissalsSlide3
Current Policies for Attendance
Davidson County School Board (DCSB) policy on attendance is as follows:
“Attendance in school and participation in class are an in integral part of academic achievement and the teaching-learning process. Through regular attendance, students develop patterns of behavior essential to professional and personal success in life. Regular attendance by every student is mandatory. The State of North Carolina requires that every child in the State between the ages of 7 (or younger if enrolled) and 16 attend school. Parents and legal guardians are responsible for ensuring that students attend and remain at school daily (Davidson County School Board (DCSB), 2015, p. 21
).”
The maximum number of absences before a student is considered eligible for retention is sixteen (Davidson County School Board (DCSB), 2015). Slide4
Past Interventions
Parent contact/notification
At 6, 8, and 10 unexcused absences
Home visits
Mediation
Starts at 8-10 absences
Truancy Court
Filed after 10 absences or more
than
2 absences
after mediation Slide5
Research Question and Hypothesis
Does
Absence,
Tardiness, Early Dismissals negatively affect Student
Performance?
Students
with a high frequency of Attendance related issues will have a lower performing status than those who have not missed any or very little instructional time in the same classrooms.
Does addressing Student Success Skills in a small group affect the attendance rate of individuals who have high attendance issues already?
Students
in the Success Skills group will have less attendance issues than students who were not allowed to join the Success Skills group. Slide6
Participant Characteristics
19 Students Total picked from 3
rd
,4
th
,and 5
th
grades
10 Female
9 Male
8 in 3
rd
grade
4 in the 4
th
grade
7 in the 5
th
grade
Only 6 students were a part of the Success Skills group
4 in the 3
rd
grade
1 in the 4
th
Grade
1 in the 5
th
gradeSlide7
Research Design
Students were labeled to a group A, B, C, or D
Group A was 4
th
and 5
th
grade students who
attende
d Success Skills group
Group B was 3
rd
grade students who
attended
Success Skills group
Group C was 3
rd
grade students who
did not attend
Success Skills group
Group D was 4
th
and 5
th
grade students who
did not
attend Success Skills group
Grades and Attendance was monitored for all students for 1
st
2
nd
and 3
rd
quarter
Grades monitored were Reading, Math classroom grades as well as benchmarks
Success Skills groups met for 6 weeks during the 3
rd
quarterSlide8
Results and Discussion
Slide9
Examining Trends in Attendance
Each student’s attendance was tracked over the course of three quarters, in each quarter the researcher counted every instance that the student was absent, late and counted as tardy, or picked up early and counted as an early dismissal for the day.
Second Quarter
In the second quarter, the students in the Success Skills groups (A and B) had a higher percentage of time present and on time in school than the students in groups C and D.
Third Quarter
In the third quarter, only one student from group A or B was present and on time less than seventy-five percent of the time
.
In
groups C and D only six students were present and on time more than seventy-five percent of the
time.
In
the third quarter the students in groups A and B were thirty-seven percent more likely to be present and on time than the students in groups C and D. This was determined by using the following formula the number of students who were present less than 75% of the time divided by total students in groups C and D subtracted by the number of students who were present less than 75% of the time divided by total students in groups A and B (or (7/13) – (1/7) = 37%). Slide10
Raw Attendance Data 1st
Quarter
student
absences for 1
st
Quarter
Tardies for 1
st
Quarter
Early Dismissals for 1
st
Quarter
Days Present and on time
% of Time Student was Present and on time
A1
2
3
2
36
84
A2
6
1
5
31
72
B1
7
5
0
31
72
B2
6
7
1
29
67
B3
9
0
1
33
77
B4
6
2
0
35
81
C1
8
11
0
24
56
C2
3
1
3
36
84
C3
8
0
0
35
81
C4
5
5
1
32
74
D1
5
5
1
32
74
D2
9
5
2
27
63
D3
5
1
2
35
81
D4
8
5
2
28
65
D5
3
0
1
39
91
D6
5
2
2
34
79
D7
2
1
3
37
86
D8
5
0
2
36
84
D9
7
0
1
35
81Slide11
Raw Attendance Data for 2nd
Quarter
student
Absences for 2
nd
Quarter
Tardies for 2
nd
Quarter
Early Dismissals for 2
nd
Quarter
Days present and on time
% of Time Student was Present and on time
A1
7
11
9
19
41
A2
5
1
6
34
74
B1
1
4
0
41
89
B2
3
4
1
38
83
B3
1
1
3
41
89
B4
8
0
2
36
84
C1
14
12
3
17
37
C2
3
3
9
31
67
C3
2
1
1
42
91
C4
4
12
8
22
48
D1
11
5
4
26
60
D2
2
10
12
22
49
D3
5
6
9
26
57
D4
8
10
11
17
37
D5
4
1
4
37
80
D6
8
4
6
28
61
D7
12
0
4
30
66
D8
10
3
6
27
59
D9
5
1
7
33
72Slide12
Raw Attendance Data for 3
rd
Quarter
student
absences for Q3
Tardies for Q3
ED for Q3
Days Present and on time
% Present and on time
A1
6
4
4
30
68
A2
1
0
2
41
93
B1
2
4
0
38
86
B2
3
7
0
34
77
B3
0
2
1
41
93
B4
8
1
1
34
77
C1
2
21
2
19
43
C2
9
6
3
26
59
C3
5
2
0
37
84
C4
3
6
6
29
66
D1
5
11
6
22
50
D2
1
6
7
30
68
D3
2
6
6
30
68
D4
4
6
5
29
66
D5
4
5
2
33
75
D6
0
3
3
38
86
D7
2
3
0
39
89
D8
3
0
3
38
86
D9
2
2
3
37
84Slide13
Comparison of Student A1 and D1
A comparison was done of the attendance trends a student in group A and a student in group D had, the chart is shown
to the right:
When the student A1 was participating in the Success Skills Group, her attendance improved and she had very few instances where she was absent, late or picked up early. In comparison, student D1 did not participate in the Success Skills Group and his attendance instances stayed at least as high as his 1
st
quarter instances.Slide14
Comparison of Student B3 and C1
A comparison was done of the attendance trends of a student in group B and a student in group C; the chart is shown
to the right:
The student B3 who participated in the Success Skills Group had very low instances of absences,
tardies
, and early dismissals after being invited to the group. Student C1 had an increase of absences and
tardies
after being invited to the group and denying to participate; the instances of
tardies
increased exponentially in the third quarter even though her early dismissals stayed relatively low. Slide15
Student Growth Comparison from 2nd to 3
rd
Quarter
One focus all education stakeholders have is student performance and growth. It is how they determine if a student needs more individualized teaching, or re-teaching on a subject and if a student should be tested for EC.
Some students showed growth or decline, while others had very minimal if any change. Slide16
1st Quarter DataSlide17
2nd
Quarter DataSlide18
3rd
Quarter DataSlide19
Discussion
Data showed that students who had a more intense intervention with their attendance issues had better grades overall than students who did not receive the more intensive interventions.
Students in groups A and B had better overall grades when compared to their absences,
tardies
, and early dismissals than the students in groups C and D.
The trend in absences will continue until an intervention has been done, whether that be a Success Skills group like what was used in this study, or more in-depth conversations with parents have been completed. Other interventions that could be used are discussed
next. Slide20
Suggestions for Future Research
Attendance issues seems to be an issue that all schools face no matter what area or socio-economic level they serve.
Consistent and persistent phone calls to parents about excessive absences early in the school year may change the behavior of students in a more rapid manner than just talking to the students, especially at the Elementary School Level.
Keeping track of phone calls made to parents on top of sending letters when students have 6, 10 and 12 absences might be beneficial to see if a trend is corrected with more persistent contact made to the parents Slide21
References
Davidson County School Board (DCSB) (2015).
School Board Policy Manual
. Retrieved from http://davidson.k12.nc.us/
UserFiles
/Servers/Server_81593/File/Section%20Six%20%20-%20Students%20(02.01.2016).pdf
Stambaugh, A. (2016) Absenteeism, Tardiness, and Early Dismissals: Addressing Students Missing Time In Class. (Unpublished Masters Thesis) Salem College, NCSlide22
Questions?