Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency
Year: 2013
Type: dissertation
Study design: Observational Study
Abstract: Prior research indicates a relationship between chronic student absenteeism and chronic teacher \nabsenteeism with regard to student achievement. However, those two potential predictors are \nrarely explored in the same study. In addition, building or district absence rates are often utilized \ninstead of examining individual absences which can lead to an underestimation of the results. \nUsing attachment theory to guide the conceptual framework and formulation of research \nquestions, possible predictors of K-3 elementary student reading achievement were explored. \nThe factors in this study included gender, ethnicity, socioeconomic status, student absence (both \nannual and cumulative), and teacher absence (both annual and cumulative). One-Way ANOVA \nresults indicated that differing levels of teacher absence had no effect on spring reading scores at \nany grade level. Sequential regression analyses indicated that socioeconomic status was a \nsignificant predictor of reading scores at all grade levels and that cumulative student absences \nwere a significant predictor of Iowa Assessment reading scores in third grade. The results of this \nstudy provide information on the connection among variables and suggestions on how to \npositively impact student attendance and performance, especially for students living in poverty.
Source: BIA (Drake University)
Author: Barbara J. Niemeyer
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2105909262