2019 Annual Graduate Student Symposium

Title

How to Lower Chronic Absenteeism Rates in Kindergarten Through Fifth-Grade Students

Award Winner

Recipient of the 12th Annual Graduate Student Symposium Scholarship Award, Oral Presentations, Elm Room - Second Place (2019)

To go to the Graduate Student Symposium event page, Click here

Presentation Type

Oral Presentation

Abstract

Chronic absenteeism is typically defined as missing 10 percent or more of the school year (Chang & Romero, 2008). These absences are typically due to three main factors: family responsibilities, the school environment, and being unaware of education’s value (Sahin, Arseven, & Kihc, 2016; Sugrue, Zuel, & LaLiberte, 2016; Van Eck, Johnson, Bettencourt, & Linstrom Johnson, 2017). Many studies have been conducted on reducing chronic absenteeism rates in elementary schools (Cook, Dodge, Gifford, & Schulting, 2017; Nauer, 2016; Rappaport, Daskalaskis, & Andrel, 2011). While interventions varied among studies, each intervention can be categorized into one or both of the following categories: strategies within the school or strategies within the community and the child’s home. The purpose of this study is to identify the different factors that may be affecting chronic absenteeism rates in elementary students, as well as programs and strategies that have been implemented to reduce and prevent chronic absenteeism. Ultimately, the goal of this paper is to identify how schools may work to lower the chronic absenteeism rate of elementary (i.e., kindergarten through fifth-grade) students. After analyzing the data, it is evident that there are a number of strategies that schools can implement in an effort to reduce chronic absenteeism. However, the most effective strategies are those that look at the child’s life holistically and change school policies in order to accurately reflect chronic absenteeism rates.

Start Date

3-4-2019 12:00 PM

End Date

3-4-2019 2:00 AM

Year of Award

2019 Award

Faculty Advisor

Dr. William Downs

Department

Department of Social Work

File Format

application/pdf

Embargo Date

4-17-2019

Electronic copy is not available through UNI ScholarWorks.

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Apr 3rd, 12:00 PM Apr 3rd, 2:00 AM

How to Lower Chronic Absenteeism Rates in Kindergarten Through Fifth-Grade Students

Chronic absenteeism is typically defined as missing 10 percent or more of the school year (Chang & Romero, 2008). These absences are typically due to three main factors: family responsibilities, the school environment, and being unaware of education’s value (Sahin, Arseven, & Kihc, 2016; Sugrue, Zuel, & LaLiberte, 2016; Van Eck, Johnson, Bettencourt, & Linstrom Johnson, 2017). Many studies have been conducted on reducing chronic absenteeism rates in elementary schools (Cook, Dodge, Gifford, & Schulting, 2017; Nauer, 2016; Rappaport, Daskalaskis, & Andrel, 2011). While interventions varied among studies, each intervention can be categorized into one or both of the following categories: strategies within the school or strategies within the community and the child’s home. The purpose of this study is to identify the different factors that may be affecting chronic absenteeism rates in elementary students, as well as programs and strategies that have been implemented to reduce and prevent chronic absenteeism. Ultimately, the goal of this paper is to identify how schools may work to lower the chronic absenteeism rate of elementary (i.e., kindergarten through fifth-grade) students. After analyzing the data, it is evident that there are a number of strategies that schools can implement in an effort to reduce chronic absenteeism. However, the most effective strategies are those that look at the child’s life holistically and change school policies in order to accurately reflect chronic absenteeism rates.