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"Attendance"
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Can a Positive School Climate Promote Student Attendance? Evidence From New York City
Nearly 15% of American students are chronically absent from school. To address absenteeism, many states have recently made chronic absence a core component of their school accountability plans. Scholars have theorized that a positive school climate can promote student attendance, but empirical support for this idea is lacking. In this study, the relationship between four student-reported measures of school climate and student attendance are investigated by analyzing two annual school climate surveys (N = 823,753) from New York City. Results indicate small associations among the four measures of perceived school climate and student attendance. Furthermore, school-level changes in perceived school climate between middle and high school were only marginally associated with student attendance.
Journal Article
A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment
Lecture capture is widely used within higher education as a means of recording lecture material for online student viewing. However, there is some uncertainty around whether this is a uniformly positive development for students. The current study examines the impact of lecture capture introduction and usage in a compulsory second year research methods module in a undergraduate BSc degree. Data collected from a matched cohort before (N = 161) and after (N = 160) lecture capture introduction showed that attendance substantially dropped in three matched lectures after capture became available. Attendance, which predicts higher attainment (controlling for students' previous grade and gender), mediates a negative relationship between lecture capture availability and attainment. Lecture capture viewing shows no significant relationship with attainment whilst factoring in lecture attendance; capture viewing also fails to compensate for the impact that low attendance has on attainment. Thus, the net effect of lecture capture introduction on the cohort is generally negative; the study serves as a useful example (that can be communicated students) of the pitfalls of an over-reliance on lecture capture as a replacement for lecture attendance. (HRK / Abstract übernommen).
Journal Article
Promise and Paradox: Measuring Students' Non-Cognitive Skills and the Impact of Schooling
We used self-report surveys to gather information on a broad set of non-cognitive skills from 1,368 eighth graders. At the student level, scales measuring conscientiousness, self-control, grit, and growth mindset are positively correlated with attendance, behavior, and test-score gains between fourth grade and eighth grade. Conscientiousness, self-control, and grit are unrelated to test-score gains at the school level, however, and students attending over-subscribed charter schools score lower on these scales than do students attending district schools. Exploiting admissions lotteries, we find positive impacts of charter school attendance on achievement and attendance but negative impacts on these non-cognitive skills. We provide suggestive evidence that these paradoxical results are driven by reference bias or the tendency for survey responses to be influenced by social context.
Journal Article
Museums and millenials : engaging the coveted patron generation
\"In Museums and Millenials: Engaging the Coveted Patron Generation, author Jaclyn Spainhour offers a new and innovative approach to attracting and retaining the interest of millennial patrons through an easy-to-implement and practical self-assessment based on the successes (and failures) of other museum programs.\"-Back cover
Book
Integrating Systemic and Analytic Approaches to School Attendance Problems: Synergistic Frameworks for Research and Policy Directions
BackgroundSchool attendance and school attendance problems are complex and significant indicators of child and adolescent health and development. The study of school attendance/problems has a rich history but one that has bifurcated into detached systemic and analytic approaches.ObjectiveIntegrative heuristic frameworks are pursued to enhance synergy regarding school attendance/problems via shared conceptual schemas, cohesive organization of key variables, fundamental evolutionary processes, assimilated measurement tools, and coordinated intercession strategies.MethodFive major domains (and themes) of the school attendance/problems literature are presented to juxtapose systemic and analytic approaches in this area: core constructs (dimensional and categorical), influencing factors (distal and proximal), trajectories (continuous and discontinuous), measurement (evaluation and assessment), and intercession (intervention and treatment).ResultsSystemic and analytic approaches to each major domain of school attendance/problems contain key commonalities for integrative heuristic frameworks. These frameworks include symbiotic categorical-dimensional orientations defining core constructs, shared domain architectures and ecological levels linking distal and proximal influencing factors, developmental cascade pathways accounting for continuous and discontinuous trajectories, nuanced early warning systems and data mining algorithms blending evaluation and assessment, and multi-tiered systems of support incorporating broad interventions and specific treatments.ConclusionsOnly by encompassing all valid panoramic and immersive perspectives and best practices can researchers, educators, policymakers, families, and other stakeholders fully comprehend and address the complicated ecosystem of school attendance/problems. Such integration is also necessary to effectively draw all youth, and particularly marginalized youth, into the educational process.
Journal Article