Students Playing Hooky from School: How School Accountability Measures and Locality Play a Part in Chronic Absenteeism

Autor/in	Lanham, Robert
Titel	Students Playing Hooky from School: How School Accountability Measures and Locality Play a Part in Chronic Absenteeism
Quelle	(2023), (109 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Austin Peay State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0275-1
Schlagwörter	Hochschulschrift; Dissertation; Accountability; Geographic Location; Attendance Patterns; At Risk Students; Evaluation Methods; High School Students; Time Factors (Learning); Public Schools; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Verantwortung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule
Abstract	Chronic absenteeism is the most extreme form of truancy and includes students who miss more than 10% of the school year (Conry & Richards, 2018). The reauthorization of the Elementary and Secondary Education Act in 2015 required states to choose a non-cognitive measure to evaluate school performance. Tennessee has chronic absenteeism selected as the non-cognitive measure to assess schools. The purpose of this study was to answer three questions: 1) is there a significant drop in high school chronic absenteeism rates since districts have been accountable for chronic absenteeism over the last four years, (2) is there a difference in high school chronic absenteeism rates across locales, and (3) is there an interaction between time and locality in chronic absenteeism rates? The study included all public school districts in Tennessee and utilized a 4 x 4 mixed two-way ANOVA to evaluate the research questions. Results showed a significantly higher rate of chronic absenteeism in city districts as compared to all other localities, as well as a significant interaction between year and locality, but no significant statewide change over time. The study concludes that holding schools accountable for chronic absenteeism has not proven successful. In addition, the study indicates that the state of Tennessee should evaluate alternative non-cognitive measures to assess school performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01