This document describes the National Center for School Engagement's 21 ways to engage students in school. It also describes best practices for improving student attendance, achievement, and attachment.
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This analysis revealed that chronic absence is a significant issue in Oregon, dragging down academic performance, for communities and students of all demographic backgrounds, but especially those in families living in poverty.The good news is that this research also shows that chronic absence is a solvable problem. While many schools are struggling with high levels of chronic absence, the research also identified schools that are beating the odds by maintaining higher than expected attendance rates despite serving high risk populations.
In this report, we look closely at students’ performance in their coursework during their freshman year, how it is related to eventual graduation, and how personal and school factors contribute to success or failure in freshman-year courses in Chicago public high schools. We show that data on course performance can be used to identify future dropouts and graduates with precision, and we compare performance indicators to discern how they might be used for nuanced targeting of students at-risk of dropping out.
This article looks at the effect of school infrastructure on student attendance and drop-out rates. The study finds that the quality of school infrastructure has a significant effect on school attendance and drop-out rates. Students are less likely to attend schools in need of structural repair, schools that use temporary structures, and schools that have understaffed janitorial services.
While some students drop out because of significant academic challenges, most dropouts are students who could have, and believe they could have, succeeded in school. This survey of young people who left high school without graduating suggests that, despite career aspirations that require education beyond high school and a majority having grades of a C or better, circumstances in students’ lives and an inadequate response to those circumstances from the schools led to dropping out.
This Executive Summary to a report on The Importance of Being in School: A Report on Absenteeism in the Nation's Public Schools looks at data from six states on their measures of chronic absenteeism: Georgia, Florida, Maryland, Nebraska, Oregon and Rhode Island. The states reported chronic absentee rates from 6 percent to 23 percent, with chronic absenteeism most prevalent in urban areas, among low-income students, and concentrated in relatively few schools.Chronic absenteeism begins to rise in middle school and continues climbing through 12th grade.
This checklist is a product of the High School Reform Strategy Toolkit to help schools implement attendance outreach programs.
National research has established that students who are chronically absent as early as kindergarten have lower achievement in later grades. To demonstrate that connection in New York City schools, the Campaign for Fiscal Equity reviewed the attendance records, state assessment scores and various demographic factors for fourth-graders attending New York City public schools in the 2007-08 school year. The study considered attendance in both third and fourth grades, and analyzed
other school and student factors that can weigh heavily on academic performance.
This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation’s cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate.
In this longitudinal study, data were collected on schools’ rates of daily student attendance and chronic absenteeism and on specific partnership practices that were implemented to help increase or sustain student attendance. Results indicate that several family–school–community partnership practices predict an increase in daily attendance, a decrease in chronic absenteeism, or both.
New Hampshire has been recognized for its innovative use of data collection and analysis as the key to unlocking the dropout problem. In their program model titled Achievement in dropout Prevention and Excellence (APEX II), participating high schools are developing dynamic data collection systems at the school level.
This report by details the efforts undertaken by the task force to combat chronic absenteeism in New York City between 2010 and 2013. It examines the extent and nature of chronic absenteeism in New York City in schools with above average rates of chronic absenteeism. It investigates the impact of entering and exiting chronic absenteeism on academic outcomes. Finally, it examines the impact of the task force’s chronic absenteeism prevention and intervention programs on reducing chronic absenteeism and increasing school attendance – and what that means for other cities.
This report offers a first school-level look at how early warning systems are being implemented. The research team visited middle and high schools in cities across the country to observe how they are using EWIs to monitor and respond to student needs.
This booklet attempts to briefly summarize the research on strategies or experiments to increase attendance. It presents some research-based ideas as a starting place for those who want to develop better policies and practices for attendance and to understand the factors that contribute to increased attendance, engagement, and a lower dropout rate.
This Early Warning System (EWS) Implementation Guide is a supporting document for schools and districts that are implementing the National High School Center’s Early Warning System (EWS) Tool v2.0.