This document discusses truancy rates in a school district and proposes solutions. It notes that truancy is linked to negative outcomes like dropout. The district data shows truancy rates decline from 10th to 12th grade. Proposed solutions include clear communication of rules, consistent monitoring, and fair enforcement of consequences by communities, schools, and families working together. Intervention strategies must address individual and collective levels through inclusive approaches.
Facebook for Educational Purposes among Gen Z Nursing Students: A Positive or...Ryan Michael Oducado
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The Gen Z has started to enter the portals of nursing classrooms. They are technology and socially-savvy consumers who grew up in the world of internet and smartphones. Yet, little is known about this generation particularly among Gen Z nursing students and how they use Facebook for academic purposes. This descriptive, cross-sectional study was conducted to determine nursing studentsâ usage, perception, satisfaction and difficulties with Facebook for educational purposes. A total of 113 second year students in a Nursing College in the Philippines participated in the survey. Data were collected using an adopted questionnaire administered via online survey. Descriptive and inferential statistical tools were used to analyze the data. Results indicated that majority of nursing students moderately use Facebook for educational purposes to communicate, collaborate, and share academic or learning materials. They generally had a good perception of and were highly satisfied with using Facebook for educational purposes. The main challenge reported by four out five nursing students in the use of Facebook as an educational platform was distraction from other Facebook contents. There was a significant positive relationship between usage and perception in the use of Facebook for educational purposes. While Facebook showcases promising potential as a positive disruptive innovation for learning, challenges associated with its use in education must be properly addressed. Careful consideration and thoughtful planning when integrating Facebook in nursing education are necessary for nursing schools to maximize the benefits of Facebook as a supplemental educational tool.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Facebook for Educational Purposes among Gen Z Nursing Students: A Positive or...Ryan Michael Oducado
Â
The Gen Z has started to enter the portals of nursing classrooms. They are technology and socially-savvy consumers who grew up in the world of internet and smartphones. Yet, little is known about this generation particularly among Gen Z nursing students and how they use Facebook for academic purposes. This descriptive, cross-sectional study was conducted to determine nursing studentsâ usage, perception, satisfaction and difficulties with Facebook for educational purposes. A total of 113 second year students in a Nursing College in the Philippines participated in the survey. Data were collected using an adopted questionnaire administered via online survey. Descriptive and inferential statistical tools were used to analyze the data. Results indicated that majority of nursing students moderately use Facebook for educational purposes to communicate, collaborate, and share academic or learning materials. They generally had a good perception of and were highly satisfied with using Facebook for educational purposes. The main challenge reported by four out five nursing students in the use of Facebook as an educational platform was distraction from other Facebook contents. There was a significant positive relationship between usage and perception in the use of Facebook for educational purposes. While Facebook showcases promising potential as a positive disruptive innovation for learning, challenges associated with its use in education must be properly addressed. Careful consideration and thoughtful planning when integrating Facebook in nursing education are necessary for nursing schools to maximize the benefits of Facebook as a supplemental educational tool.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
Academic Interest, Early Adolescents' Interest in Studies, Parental Characteristics and Academic Interest, Parental Qualification and Academic Interest, Interest in Studies and School Transitions, Decline in Interest
Using Standardized & Locally Created Assessment Tools to Gauge Student Service-Learning Outcomes.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
Brigham Young University - The State of K-12 Online Learning Research: Lookin...Michael Barbour
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Barbour, M. K. (2013, February). The state of K-12 online learning research: Looking forward. An invited presentation to the Department of Instructional Performance and Technology at Brigham Young University, Provo, UT.
Do Voter and Marketing Databases Improve Nonresponse Adjustments?MickeyJackson3
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The Pew Research Center (2018) found that, in the context of an online opt-in panel, the inclusion of indicators of political engagement and attitudes in weighting models led to significant reductions in bias, relative to weighting only on demographics. What remains unknown is whether weighting on political variables would have similarly beneficial effects in the context of a probability survey, particularly one whose content is largely non-political in nature. Is these variablesâ utility primarily a function of their ability to correct for limitations unique to opt-in panels (e.g. non-coverage of non-Internet households)? If so, then their marginal contribution in a probability survey not subject to these limitations may be too low to justify the investment required to obtain them. If not, however, then the use of voter file data to obtain supplemental auxiliary variables may be worth consideration by a broader range of survey researchers.
This presentation will use data from the National Household Education Survey (NHES), a large-scale (n â 200,000) nationally representative study by the National Center for Education Statistics. The NHES uses an address-based sample (ABS), and NHES weighting models have historically incorporated demographic variables obtained directly from the frame vendor. A recent NHES sample was matched to a voter and commercial database maintained by a separate vendor, resulting in over 200 new auxiliary variables. Estimates obtained by weighting on both the new variables and the traditional demographics will be compared to those obtained by weighting on demographics only, to assess the marginal bias reduction attributable to the new variables. Measures of variance inflation will also be assessed. The effects on bias and variance will be weighed against the cost of obtaining and processing the new variables, providing insight into whether political variables have value for weighting non-political estimates from surveys that use traditional probability-based methods.
Hi Friends
This is supa bouy
I am a mentor, Friend for all Management Aspirants, Any query related to anything in Management, Do write me @ supabuoy@gmail.com.
I will try to assist the best way I can.
Cheers to lyfâŚ!!!
Supa Bouy
Academic Interest, Early Adolescents' Interest in Studies, Parental Characteristics and Academic Interest, Parental Qualification and Academic Interest, Interest in Studies and School Transitions, Decline in Interest
Using Standardized & Locally Created Assessment Tools to Gauge Student Service-Learning Outcomes.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
Brigham Young University - The State of K-12 Online Learning Research: Lookin...Michael Barbour
Â
Barbour, M. K. (2013, February). The state of K-12 online learning research: Looking forward. An invited presentation to the Department of Instructional Performance and Technology at Brigham Young University, Provo, UT.
Do Voter and Marketing Databases Improve Nonresponse Adjustments?MickeyJackson3
Â
The Pew Research Center (2018) found that, in the context of an online opt-in panel, the inclusion of indicators of political engagement and attitudes in weighting models led to significant reductions in bias, relative to weighting only on demographics. What remains unknown is whether weighting on political variables would have similarly beneficial effects in the context of a probability survey, particularly one whose content is largely non-political in nature. Is these variablesâ utility primarily a function of their ability to correct for limitations unique to opt-in panels (e.g. non-coverage of non-Internet households)? If so, then their marginal contribution in a probability survey not subject to these limitations may be too low to justify the investment required to obtain them. If not, however, then the use of voter file data to obtain supplemental auxiliary variables may be worth consideration by a broader range of survey researchers.
This presentation will use data from the National Household Education Survey (NHES), a large-scale (n â 200,000) nationally representative study by the National Center for Education Statistics. The NHES uses an address-based sample (ABS), and NHES weighting models have historically incorporated demographic variables obtained directly from the frame vendor. A recent NHES sample was matched to a voter and commercial database maintained by a separate vendor, resulting in over 200 new auxiliary variables. Estimates obtained by weighting on both the new variables and the traditional demographics will be compared to those obtained by weighting on demographics only, to assess the marginal bias reduction attributable to the new variables. Measures of variance inflation will also be assessed. The effects on bias and variance will be weighed against the cost of obtaining and processing the new variables, providing insight into whether political variables have value for weighting non-political estimates from surveys that use traditional probability-based methods.
Hi Friends
This is supa bouy
I am a mentor, Friend for all Management Aspirants, Any query related to anything in Management, Do write me @ supabuoy@gmail.com.
I will try to assist the best way I can.
Cheers to lyfâŚ!!!
Supa Bouy
A study of causes of studentsâ absenteeism in D.E.I. Educational Institutions...AMAR SHAKTI KUMAR
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After research I have been found the causes of absenteeism and I have given suggestions for decrease it.
The causes of absenteeism are:-
1) Students donât like timing of the class.
2) Students not interested in particular subject.
3) They donât like instructor.
The entire study is based on primary data which have collected by filling questioner by all three study centers Students of B.com I Agra.
This alternative, structured poster session, presents results from Year 1 of the ORCA Project. The goal of the Online Reading Comprehension Assessment (ORCA) Project is to develop valid, reliable, and practical assessments of online reading comprehension and then evaluate their performance for various school populations.
Portions of this material are based on work supported by the U. S. Department of Education under Award No. R305G050154 and R305A090608. Opinions expressed herein are solely those of the authors and do not necessarily represent the position of the U. S. Department of Education. Institute of Educational Sciences, U.S. Department of Education
Dr. Hill Walker, Co-Director at the University of Oregon Institute on Violence and Destructive Behavior, at the 2011 Local Public Safety Coordinating Council of Multnomah County's "What Works" conference, "Juvenile Justice Grounded in Youth Development" December 9, 2011, Portland, OR. Audio concludes at slide #24.
Online classrooms are de facto rich data gathering platforms. Educators can collect this data and use it to improve student outcomes through predictive analytics.
K martin - Assignment 2 Hot Topic - Article reviewKim Martin
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EDUC8129 Contemporary Issues in Special Education - 2018 S1 DE
Assignment 2 - Hot Topic
Presentation also supported by Easy English, Transcript and You Tube clip of this presentation.
All images have alternative text in original presentation format.
Article Review - Assignment 2 - EDUC8129 Contemporary Issues in Special Education - 2018 S1 DE
Kim Martin
Easy English and You Tube versions also available.
89!e School Community Journal, 2007, Vol. 17, No. 2Prepari.docxsleeperharwell
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89!e School Community Journal, 2007, Vol. 17, No. 2
Preparing Preservice Teachers to Partner with
Parents and Communities: An Analysis of
College of Education Faculty Focus Groups
Carolyn B. Flanigan
Abstract
At both state and federal levels, partnerships of schools, parents, and com-
munities have become an educational priority. Are teacher education programs
adequately preparing preservice teachers for these partnerships? Focus groups
of College of Education (COE) faculty from five Illinois Professional Learnerâs
Partnership universities were conducted to answer this question. !is study
is organized around key themes that emerged from the discussions: impor-
tance of including the topic in teacher preparation programs; di"culties with
the topic regarding cultural issues; negative preservice teacher attitudes about
parents; di#erences in parent involvement at elementary and secondary levels;
mixed messages given to preservice teachers by experienced teachers; inade-
quacy of the traditional teacher preparation program and student teaching
experience to provide students with enough parent and community partnering
opportunities; and the necessity of stressing collaboration and communication
in teacher education. !e theme selections were based on how frequently they
were mentioned by di#erent participants. !e focus group discussions gener-
ated rich data and o#ered participants the opportunity to share their concerns
about the topic.
Key Words: family-school-community partnerships, preservice teacher prepa-
ration, parent involvement, teacher attitudes toward parent involvement, focus
groups, teacher education programs
THE SCHOOL COMMUNITY JOURNAL
90
Introduction
In order for teacher education programs to meet state goals of the Illinois
Professional Standards (Illinois State Board of Education, 2002), federal ob-
jectives of the federal Goals 2000 (United States Department of Education,
1994), and accreditation standards of the National Council for Accreditation
of Teachers (NCATE, 2002), the topic of schools partnering with parents and
communities must be incorporated into the required curriculum of teacher
education programs. But even with these state, federal, and accreditation direc-
tives, the topic is given limited attention in most teacher education programs
(de Acosta, 1994; Epstein, 2001; Epstein, Sanders, & Clark, 1999; Greenwood
& Hickman, 1991; Shartrand, Weiss, Kreider, & Lopez, 1997; Weiss, Kreider,
Lopez, & Chatman, 2005).
!e Academic Development Institute (ADI) contracted with the Illinois
Professional Learnersâ Partnership (IPLP) to determine what Colleges of Edu-
cation at IPLP universities are doing to prepare preservice teachers to partner
with parents and communities. Five Illinois universities are partners in IPLP:
University of Illinois at Urbana-Champaign (UIUC), Roosevelt University
(RU), Loyola University-Chicago (LU), Illinois State University (ISU), and
Northeastern Illinoi.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Sebba o higgins-educational outcomes of children in care_4_nov2014Young Lives Oxford
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Understanding the Educational Outcomes of Young People in Care - presentation by Professor Judy Sebba and Aoife O'Higgins from the Rees Centre for Research in Fostering and Education. Gives an overview of research to date and some of the sources of data about education for children in care. Outlines a new study to assess and promote 'what works' to improve education outcomes for young people in care in the UK.
Achievement in a New Standards Era: An Interactive Conversation about Math Ed...DreamBox Learning
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Dr. Francis (Skip) Fennell, past president of NCTM and Professor at McDaniel College and Dr. Tim Hudson, former Math Curriculum Coordinator for the Parkway School District, in St. Louis, Missouri, and Senior Director of Curriculum Design for DreamBox discussed important topics in mathematics education. They shared insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. The conversation included a birdâs eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Topics covered included current trends and issues, assessments, and strategies to support achievement. View the webinar to learn about considerations and strategies that contribute to math achievement in an era of new standards.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Â
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
Â
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Â
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Â
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. TRUANCY
⢠Persistent absenteeism was acknowledged as
a precursor to unfavorable
outcomes, including academic
disappointments, dropout, and juvenile
delinquency (Spencer, 2009).
4. District Data
⢠Figure 1
⢠Grade 10 Total days in Attendance: 15,480.5
⢠Average Daily Membership (474.73) Average Daily Attendance (345.40)
⢠Truancy Rate 4.16%
⢠Grade 11 Total days in Attendance: 13,678.0
⢠Average Daily Membership (407.46) Average Daily Attendance (309.16)
⢠Truancy Rate 1.49%
⢠Grade 12 Total days in Attendance: 11,223.5
⢠Average Daily Membership (297.44 Average Daily Attendance (235.43)
⢠Truancy Rate 0.69%
⢠Data from Arkansas Department of Education
⢠Figure 2
⢠School Districtâs Summary
⢠Attendance Rate-Graduation Rate-Dropout Rate
⢠2006/2007 2007/2008 2008/2009
⢠Attendance Rate 92.9 93.2 93.1
⢠Graduation Rate 78.4 74.98 75.3
⢠Dropout Rate 4.9 4.2 5
⢠Data provided by the Arkansas Department of Education
5. Proposed Solutions
⢠Communities, schools, parents, judicial systems and
students, must work cooperatively to establish rules and
enforce consequences quickly and consistently
⢠Schools must become institutions where students feel
comfortable and safe. Successful solutions to truancy
whether on an individual basis, or collectively, will require
inclusive strategies at various levels that will address both
components.
⢠Intervention truancy strategy must consist of the following:
Communities and schools must communicate truancy rules
clearly, while monitoring youth consistently and enforcing
consequences quickly and fairly.
7. References
⢠References
â˘
⢠Center for Mental Health in Schools at UCLA. (2011). School attendance: focusing on engagement
and re-engagement practice notes. Eric, 1(1), 1-7. Web site:
http:/â/âwww.eric.ed.gov/âcontentdelivery/âservlet/âERICServlet? Learning Theory and Research: An
Authentic Application
⢠DeKalb, J. (2001, February 19). Student truancy. Eric 125, 1(125), 1-8. Retrieved February
19, 2001, from Kid-source Web site: http:/â/âwww.kidsource.com/âeducation/âstudent.truancy.html
⢠Gaines, R. (2011). Truancy, tardiness, and education. Unpublished manuscript, Walden
University, Minneapolis, MN.
⢠National Center for School Engagement. (July 28, 2006). School policies that engage students and
families (Brief, p. 1). Retrieved July 1, 2006, from National Center for School Engagement Web site:
http:/â/âwww.schoolengagement.org/
⢠Reid, Ken. (2005). The causes, views and traits of school absenteeism and truancy: an analytical
review. Eric, 74(1), 59-82. Retrieved January 01, 2007, from ERIC Web site:
http:/â/âjournals.mup.man.ac.uk/âcgi-bin/âMUP? COMval=RED/âV&10? 740059. xml
⢠Reimer, M. S. (2005). Truancy prevention in action: best practices and model truancy programs.
National Dropout Prevention/âNetwork, 1(1), 1-52. Retrieved January 01, 2005, from ERIC Web site:
http:/â/âwww.eric.gov/âPDFS/âED491287.pdf
⢠Spencer, A. M. (2009). School attendance patterns, unmet educational needs, and truancy.
Remedial and Special Education, 1(1), 309-319. Retrieved January 01, 2009, from
http:/â/ârase.sagepub.com Web site: http:/â/âonline.sagepub.com
8. Annotated Bibliography
⢠DeKalb, J. (2001, February, 19). Student truancy. Eric Clearinghouse, 125, Retrieved February 19, 2001
from http://www. kidsource.com/education/student.truancy.html.
⢠This digest examines some of the ways that truancy affects both individuals and society. It identifies
factors that may place students at greater risk of becoming truant and lists some consequences of
nonattendance.
⢠Morris, J.D. (1991, January 1,). Building a model to predict which fourth through eighth graders will drop
out in high school. The Journal of Experimental Education, 59, Retrieved January 1, 1991, from
http://www.jstor.org/stable/20152293
⢠The classification accuracies of models for predicting later high school dropout from data available in
grades 4 through 8 were examined in this study. The objective was to construct an actuarial dropout
screening model to serve as part of an overall dropout identification paradigm for the state of Florida.
⢠Reid, Ken. (2005). The causes, views and traits of school absenteeism and truancy: an analytical
⢠review. Eric, 74(1), 59-82. Retrieved January 01, 2007, from ERIC Web site: http:/â/â
⢠journals.mup.man.ac.uk/âcgi-bin/âMUP? COMval=RED/âV&10? 740059. xml
⢠This article presented an up-to-date synthesis and review of recent research in the field of school
absenteeism and truancy.
⢠Spencer, A.M. (2009, January, 1). School attendance patterns, unmet educational needs, and truancy.
Remedial and Special Education, 1. Retrieved January 01, 2009, from http:/â/ârase.sagepub.com Web site:
http:/â/âonline.sagepub.com.
⢠This study examines chronological patterns of attendance and academic performance of urban students
who are identified as truants in Grade 8. A chronological review of 42 studentsâ records, from school entry
through grade 8, identified high frequencies of absenteeism and academic performance issues beginning
at school entry.
â˘
â˘
â˘
â˘
Editor's Notes
One of the major issues confronting schools today is truancy. Truancy traditionally refers to absences caused by students of their free will. The exact meaning of the term itself is subject to differ from school to school. Beyond the effect missed schooling may have on a studentâs academic record, truancy may indicate more deeply embedded problems with the student, education system, or both. A. M. Spencer in his article âSchool Attendance Patterns, Unmet Educational Needs, and Truancyâ stated: âPersistent absenteeism has been acknowledged as a precursor to unfavorable outcomes, including academic disappointments, dropout and juvenile delinquency. My research was comprised of reviewing credible literature on truancy, as well as perusing academic and attendance data obtained from the Arkansas Department of Education. Analyzing such data will aid educators in identifying early indicators that may lead to chronic absenteeism later on in the educational process. My research centered on the West Memphis School District, during the through the 2006 thru the 2009 school years. Data focused on average daily membership, average daily attendance, graduation rate, dropout rate, and attendance rate.
Truancy is a major issue in education. The remedy lies in communities and schools creating effective truancy reduction programs. Schools must work with communities and parents to understand the impact of truancy on education, creating an awareness to parents of certain terminology such as; attendance rate, truancy rate, unexcused and excused absences, at-risk, truancy reduction, adequate yearly progress, retention and graduation rate, will empower parents with the conceptual knowledge to engage in meaningful dialogue with school administrators and teachers, on how they can become involved in their childâs school experiences. Sir Francis Bacon wrote, âKnowledge is Powerâ. (Dr Zella McDonald, personal communication, December 15, 2011)Truancy data can be used by educators to make informed decisions as it relates to truancy. Attendance monitors on the state and local levels must track attendance and test scores beginning in grade 3 thru grade 12, identifying predictors of early truancy patterns. By identifying troubles early on, and addressing aggressively, school and community leaders can use attendance data to make states look at expanding state attendance reporting and enforcement laws, mandating schools and districts to make attendance reporting a priority. This can be accomplished by administering parent, teacher and student surveys in order to obtain various perspectives on the causes and possible solutions to chronic absenteeism and truancy.
In conclusion, students who are absent frequently from school can have a negative impact on both the school and the truant student, as well. Local communities will experience both long and short term consequences, which can eventually produce concerns in regards to public safety. Communities must work to identify solutions to address and correct this issue (National Center for, 2006). Recent studies identified two essential components that must be addressed: Communities, schools, parents, judicial systems and students, must work cooperatively to establish rules and enforce consequences quickly and consistently. Schools must become institutions where students feel comfortable and safe. Successful solutions to truancy whether on an individual basis, or collectively, will require inclusive strategies at various levels that will address both components (National Center for, 2006). The proposed truancy intervention strategy consist of the following: Communities and schools must communicate truancy rules clearly, while monitoring youth consistently and enforcing consequences quickly and fairly. School interventions with students who are regularly truant must focus on helping the youth become reengaged through the conditions of educational experiences that the youth feel is safe, caring, academically accommodating, interesting and pertinent (Reimer, 2005). Ongoing monitoring and communication both academically and socially must be implemented on both state and local levels. Technologies now allow schools to communicate with parents through email and text messages. The long used method of notes and letters has become obsolete, and other forms of communication that parents and students use daily should be implemented. It is essential for schools to create and administer climate surveys that address truancy and absenteeism. Educators must also implement programs that track students that have early environmental and social indicators of absenteeism and truancy, in order to provide early intervention. In communities with high rates of truancy, creating all-inclusive solutions that address the fundamental components of truancy (environmental, academic, and social), and the implementation of the possible intervention strategy I have identified, will be necessary to have a successful long-term impact on the truancy issue. Â