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Full-Text Articles in Education
Absenteeism, Building Relationships, And Standards-Based Grading, Patricia M. Romaine, Heather M. Sinkler
Absenteeism, Building Relationships, And Standards-Based Grading, Patricia M. Romaine, Heather M. Sinkler
Masters of Arts in Education Action Research Papers
This action research project investigated the effectiveness of standards-based grading and additional student contact time with chronically absent students in Family and Consumer Science (FACS) classes. The study included 160 ninth- through twelfth-grade students in various FACS classes. Data was collected from pre- and post-intervention self-assessments to gain an understanding of students’ feelings about coming to school and FACS class. Grades and attendance were documented at the beginning, middle, and end of the study. Anecdotal data was gathered from conversations with students during an optional homework club. Standards-based grading and building relationships helped 50 percent of the students improve their …
An Examination Of Chronic Absenteeism As Related To Performance On End-Of-Year Missouri State Assessments, John Wesley Collins
An Examination Of Chronic Absenteeism As Related To Performance On End-Of-Year Missouri State Assessments, John Wesley Collins
Dissertations
This study was designed to examine if a correlation exists between regular school attendance and academic success. As an outcome of concern for educational expectations in American schools, the government of the United States increased accountability for schools through the No Child Left Behind Act of 2001, requiring schools improve student achievement levels in designated core academic areas (Tyre, Feuerborn, & Pierce, 2011). Unlike the findings of Robert Balfanz and Vaughan Byrnes (2012) of Johns Hopkins University, which found most educational agencies do not keep detailed statistics regarding student attendance, Missouri public school districts do have an accountability structure in …