The Signaling Power of Unexcused Absence from School

Autor/inn/en	Pyne, Jaymes; Grodsky, Eric; Vaade, Elizabeth; McCready, Bo; Camburn, Eric; Bradley, Dominique
Titel	The Signaling Power of Unexcused Absence from School
Quelle	In: Educational Policy, 37 (2023) 3, S.676-704 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pyne, Jaymes) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048211049428
Schlagwörter	Truancy; Attendance Patterns; Accountability; Equal Education; Educational Policy; Public Schools; Academic Achievement; Influences; Scores; Student Experience; Wisconsin; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Schulabsentismus; Schulschwänzen; Schulverweigerung; Verantwortung; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Schulleistung; Influence; Einfluss; Einflussfaktor; Studienerfahrung
Abstract	State and national school accountability policies situate preventing chronic absenteeism on par with meeting state standardized test benchmarks. We question relying on school attendance as both a component of accountability policies and a means of enhancing equity in schools. Our research suggests out-of-school factors unrelated to missed instruction account for most of the associations between absences and test score achievement--with unexcused absences driving those associations. Excessive absences--and particularly unexcused absences--do not harm students mainly through missed instruction. Instead, they reflect out-of-school harms students endure that have produced inequalities for years--and will continue to do so even if students show up or parents call in. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01