Research-Supported Practices for Improving Attendance in High Schools: A Review of the Literature

Autor/inn/en	Freeman, Jennifer; Wilkinson, Sarah; Kowitt, Jennifer; Kittelman, Angus; Brigid Flannery, K.
Titel	Research-Supported Practices for Improving Attendance in High Schools: A Review of the Literature
Quelle	In: Educational Research and Evaluation, 24 (2018) 8, S.481-503 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freeman, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2019.1602546
Schlagwörter	Attendance; High School Students; At Risk Students; School Policy; Intervention; Family Involvement; Incentives; Skill Development; Journal Articles; Daily Living Skills; Study Skills; Self Management; Student School Relationship; Student Needs; Change Strategies + Suchen Sie Ihr Suchwort? Anwesenheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulpolitik; Anreiz; Kompetenzentwicklung; Qualifikationsentwicklung; Journal article; Zeitschriftenaufsatz; Alltagsfertigkeit; Studientechnik; Selbstmanagement; Schüler-Lehrer-Beziehung; Lösungsstrategie
Abstract	High rates of absenteeism are often an early warning sign for negative long-term outcomes. Typical high school attendance policies, especially those that are punitive in nature, can make attendance problems worse. Fortunately, evidence suggests that even small improvements in student attendance can lead to meaningful outcomes. To support this recovery, high schools must have access to the most effective and efficient attendance interventions. The purpose of this systematic literature review is to summarize the current empirical research related to improving attendance in high schools. Results indicate that the 3 most common elements of high school attendance interventions with desired outcomes were skills training, family support, and incentive-based strategies. We discuss implications for future research and suggest that developing a continuum of research-supported practices within a multi-tiered system of support framework may be an effective way for schools to proactively and efficiently improve student attendance at the high school level. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01