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The Improvement of Chronic Absenteeism at Learning Elementary School
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The Improvement of Chronic Absenteeism at Learning Elementary School
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Dissertation
The Improvement of Chronic Absenteeism at Learning Elementary School
2018
Overview
The purpose of this study was to improve chronic absenteeism at the kindergarten level at Learning Elementary School through a multi-tiered intervention approach. This action research, mixed-methods study, with a convergent design, investigated student attendance and the impact on achievement among kindergarten students through the utilization of quantitative and qualitative data collection methods simultaneously. Specifically, the study sought to determine the effectiveness of improving kindergarten attendance through early identification and tiered interventions, which utilized incentives and parental involvement and the impact absenteeism has on student success. The study population consisted of students from a Mississippi school district who began kindergarten in the 2017–2018 school year. Students who had been assessed using the MKAS 2 assessment in both August and May of the school year were included in the data. Additionally, qualitative data was collected through focus groups, interviews, and open-ended survey response questions. The quantitative data was analyzed using Spearman’s correlations, a Welch t-test, and independent samples t-test. The results of one of the Spearman’s correlation indicated a significant statistical relationship between unexcused absences and MKAS 2 scores. The results of the independent samples t-test indicated a significant statistical difference between attendance rates during 2016–2017 and 2017–2018 school years. The results of one of the Spearman’s correlation and the Welch t-test revealed no significant statistical relationship or differences in the results.
