Absenteeism Data Analysis Initiative, Research Paper Example

Introduction

Chronic absenteeism has emerged as critical issue that calls for a systemic initiative to establish a supportive and caring school culture.  It represents a major problem in the United States as well as in other countries spanning the globe that adversely impacts society at large (Kearney, 2008). It has been connected to both far-reaching and immediate ramifications for youths, schools, families, and communities, which is why pedagogues, policy-makers, researchers, and practitioners continue to try a fully understand and effectively address the problem. Various steps have been taken at the micro and macro levels to reduce absenteeism levels, yet many schools still suffer alarmingly high rates of absenteeism that have remained inert and/or worsened. Strategies to reduce and eradicate chronic student absenteeism usually involve intense monitoring, intervention, prevention, and legal work (Maynard et al., 2012, p. 5). A good portion of this ninth grade class was hampered by chronic absence, which indicates a form of systemic barrier or barriers that may be at play. These barriers must be addressed in initiatives related to character education in order to be effective and foment a “culture of attendance” (“Attendance Works,” n.d.). Common responses to the challenges impeding school attendance include ensuring safe routes to schools, effective afterschool programs, providing breakfast for students on campus, and ample recess time that promotes physical activity (“Attendance Works,” n.d.). The main objective of this paper is to proffer a systemic CE Initiative geared towards addressing chronic absenteeism in an effective manner and spawns deep, substantial change within the school.

Data-Driven Decision Making

A systemic initiative geared towards the implementation of an effective intervention for reducing absenteeism rates is necessary. Attendance data provided conveys oscillating rates of attendance by a handful of students in the ninth grade, which suggests that absenteeism remains a problem for students during the nascent years of high school. During a four month period, 26-30 students missed eight days or more of school each of the months. The qualitative data provided underscores the impact of absenteeism on classroom performance for an eleventh grade class. A handful of students were noted to be consistently failing science because of low attendance as well as their failure to complete their homework. Eleven of the students who failed missed more then ten days of school during the marking period. As such, it is evident that poor academic performance is a result of chronic absenteeism. A so-called “culture of attendance” is necessary in order to improve academic performance and to adequately prepare students for college (“Attendance Works,” n.d.).

One systemic CE initiative that will address the identified problem of chronic absenteeism is a school-based program that specifically focuses on character and social development, attitudes, and the supporting skills exhibited by adolescents from adolescents and young adults in high school. The goal of this program is to promote positive physical, intellectual, and emotional development vis-a-vis reinforcement by parents and pedagogues in order to enhance school performance through the mitigation of problematic behaviors that often undergird chronic absenteeism (Devadoss & Foltz, 1996). It consists of a traditional high school curriculum; conflict resolution supplements that would contribute to fomenting a positive school environment; self-teaching kits for teachers that include scripted lessons and various short activities that actively engages students for brief intervals at a time; student counselors; and family classes for student parents. This initiative is structured around six primary concepts: beneficial actions for mind and body; positive socialization geared towards getting along; honesty, self-improvement; and self-concept (“Positive Action,” 2014). Classroom teachers lead various lessons, and the sum amount of time the students spend involved in this program every year is approximately thirty hours. Students and teachers are given ample materials to facilitate their comprehension of the notion of self concept (“Positive Action,” 2014).

Teachers are also given scripted lessons about activities to engage in such as role playing and complex mind games in addition to pedagogical methods that reinforce positive behaviors and exhibit role-model behavior. Educating high school students about problematic versus positive behaviors has yielded positive results regarding the reduction of absenteeism (Snyder et al., 2010). School principals are also given a kit by the program developer which helps them learn how to promote a positive school climate and a culture of attendance. Indeed, literature has attested to the necessity of the school principal to cultivate a positive school environment in order to encourage attendance (Elias et al., 2003). Principals can do so by assuring that the curriculum meets the academic standards of the state; overseeing the development and design of pedagogical instruction; nurturing an environment in which individual students feel heard and valued; and developing collaborative partnerships with the community and parents (Habbegger, 2008, p. 42). This program also provides an after-school forum for students who wish to participate in after-school activities but do not merely want to play sports.

Various games and alternative educational opportunities outside of the classroom setting will be provided. One student leader in the qualitative data provided asserted that expanding alternative activities beyond sports would provide one incentive to promote class attendance. Research has proven that good afterschool programs correlate with improved student attendance, which is why a quality program like the one proposed in this initiative is necessary. It aims at fomenting an environment that actively promotes positive behaviors in order to reduce student absenteeism (Afterschool Alliance, 2006). Peer attention and socialization manifests in a supervised venue while teachers, principals, and parents collaborate to ensure that absence levels are reduced. This initiative proposes an engaging program that would bring about change in a gradual, protracted manner,

Key Stakeholders and Outcomes

Key stakeholders are positively impacted by the initiative because of the associated with rates of absenteeism at both the individual and community levels. Moreover, this initiative seeks to make trenchant and indelible changes to the school through the promotion of a culture of attendance. Stakeholders include community members, families, pedagogues, and school officials. Absenteeism represents the main indicator that a youth is potentially headed down a dark path of social isolation, delinquency, and/or educational failure (Davies & Lee, 2006, p. 204). The data reveals that many of the students were chronically absent during the early parts of the school year, which can have a long-term impact, especially on students who come from impoverished families. A program developer charged with training pedagogues and staff prior to its inception would administer this program for four years for a set number of hours a week. An afterschool committee would also be appointed in order to oversee any and all activities that take place, ensuring that students are benefitting from them. Encouraging physical and mental exercises in social settings outside of the classroom will encourage students to attend school, thereby profoundly decreasing the rate of absenteeism.

Conclusion

Compulsory attendance laws have unequivocally done very little to reduce rates of absenteeism in schools across the country. Absenteeism is directly linked to poor educational performance, among other social development problems and problematic behaviors. Various studies have quantified the impact of student behavior, and teacher attributes on class performance and attendance, all of which reveal that strong performance in the classroom is linked to class attendance. Absenteeism is a community issue that affects the lives of all people at the micro and macro levels both directly and indirectly. Implementing a program that encourages collaborative involvement of families, community members, pedagogues, principals,  and students in order to cultivate an environment in which students want to attend school would mitigate associated social problems while enhancing academic performance, thereby preventing high school students from dropping out of high school and engaging in illicit and dangerous activities that may be harmful to the community at large.

References

Attendance works. (n.d.). Develop programmatic responses to systemic barriers. Attendance Works. Retrieve August 12, 2015 from http://www.attendanceworks.org/what-works/develop-programmatic-responses-to-systemic-barriers/

Davies, J.D., & Lee, J. (2006). To attend or not to attend? Why some students choose school and others reject it. Support for Learning, 21(4), 204-209.

Devadoss, S. & Foltz, J. (1996). Evaluation of factors influencing student class attendance and performance. American Journal of Agricultural Economics, 78(3), 499-507.

Elias, M., Arnold, H., & Hussey, C.S. (2003). EQ + IQ = beast leadership practices for caring and successful schools. United States: Corwin Press.

Habegger, S. (2008). The principal’s role in successful schools: Creating a positive school culture. Naesp.org. Retrieved August 13, 2015 from https://www.naesp.org/resources/1/Principal/2008/S-O_p42.pdf

Kearney, C.A. (2008). An interdisciplinary model of school absenteeism in youth to inform professional practice and public policy. Educational Psychology Review, 20, 257-282.

Maynard, B. R., McCrea, K. T., Pigott, T. D., & Kelly, M. S. (2012). Indicated truancy interventions for chronic truant students: A Campbell systematic review. Research on        Social Work Practice, 23(1), 5-21.

“Positive Action.” (2014). Positive Action program. Child Trends. Retrieved August 13, 2015 from http://www.childtrends.org/?programs=positive-action-program

Snyder, F., Vuchinich, R. A., Acock, A. C., Beets, M. W., Li, K., Washburn, I., & Flay, B. (2010). Impact of the Positive Action program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster randomized, controlled trial. Journal of Research on Educational Effectiveness, 3(1).        http://www.childtrends.org/?programs=positive-action-program#sthash.mD08gHxz.dpuf