| Title: |
The Signaling Power of Unexcused Absence from School |
| Language: |
English |
| Authors: |
Pyne, Jaymes (ORCID 0000-0003-2570-5384); Grodsky, Eric; Vaade, Elizabeth; McCready, Bo; Camburn, Eric; Bradley, Dominique |
| Source: |
Educational Policy. May 2023 37(3):676-704. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
29 |
| Publication Date: |
2023 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305B090009 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Truancy; Attendance Patterns; Accountability; Equal Education; Educational Policy; Public Schools; Academic Achievement; Influences; Scores; Student Experience |
| Geographic Terms: |
Wisconsin |
| Assessment and Survey Identifiers: |
Measures of Academic Progress |
| DOI: |
10.1177/08959048211049428 |
| ISSN: |
0895-9048; 1552-3896 |
| Abstract: |
State and national school accountability policies situate preventing chronic absenteeism on par with meeting state standardized test benchmarks. We question relying on school attendance as both a component of accountability policies and a means of enhancing equity in schools. Our research suggests out-of-school factors unrelated to missed instruction account for most of the associations between absences and test score achievement--with unexcused absences driving those associations. Excessive absences--and particularly unexcused absences--do not harm students mainly through missed instruction. Instead, they reflect out-of-school harms students endure that have produced inequalities for years--and will continue to do so even if students show up or parents call in. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2023 |
| Accession Number: |
EJ1373094 |
| Database: |
ERIC |