School Organizational Effectiveness and Chronic Absenteeism: Implications for Accountability

Lenhoff, Sarah Winchell; Pogodzinski, Ben

doi:10.1080/10824669.2018.1434656

Cited by 31 publications

(20 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: The Kites Frameworkmentioning

confidence: 99%

“…Exo-system factors related to the school domain such as classroom setting, school type, and school organizational factors also show some links to absenteeism and SAPs Lenhoff and Pogodzinski, 2018). For example, Lenhoff and Pogodzinski (2018) found that school organizational effectiveness moderated the influence of demographic and individual level factors (sex, race/ethnicity, special educational status, English language learner status, and economic disadvantage) on absenteeism in US state schools but not in charter schools (publicly funded independent schools). A study by found that the risk of chronic absenteeism was lower for mainstream school students with disabilities (broadly defined by special educational needs and including students with emotional problems) who received instruction in classrooms among a higher percentage of typically developing students (inclusive classrooms) compared to students with disabilities receiving instruction in separate classrooms among fewer typically developing students (exclusive classroom).…”

Section: The Kites Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

et al. 2019

View full text Add to dashboard Cite

Absence from school jeopardizes children's and adolescents' education and their social and emotional development. Proximal and distal individual, parental, familial, and environmental factors have been linked to absenteeism and the development and maintenance of school attendance problems. The complex interaction among these factors necessitates a multifactorial approach to understanding school absenteeism and attendance problems. The current paper builds on recent calls to apply bioecological systems frameworks when studying risk factors for school absenteeism and attendance problems. The Kids and Teens at School (KiTeS) Framework presented here is an application of Bronfenbrenner's bioecological systems model, incorporating candidate factors of particular relevance to school absenteeism and attendance problems. The current paper is also a response to the Warnock report which highlighted the need to individualize educational supports for children and adolescents with disabilities, to foster optimal educational outcomes. The KiTeS Framework is an inclusive framework, inclusive of students with and without disabilities. It is envisaged that the KiTeS Framework will provide guidance to researchers aiming to improve understanding of the factors influencing absenteeism among all school-aged students, including those from minority or vulnerable populations.

show abstract

Section: The Kites Frameworkmentioning

confidence: 99%

Section: The Kites Frameworkmentioning

confidence: 99%

The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Interventions have varied by location, funding, and political will (Kearney & Childs, 2021). Yet, research has shown that some of these interventions can be limited in scope, be inadequate to address the systemic and root causes of chronic absenteeism, ignoring the lived experiences of students who miss school frequently (Lenhoff & Pogodzinski, 2018).…”

Section: The Black Box Of Chronic Absenteeismmentioning

confidence: 99%

Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism

Childs

Lofton

2021

Educational Policy

View full text Add to dashboard Cite

Traditionally, education policy focuses on reforms that address class size, teaching and learning within classrooms, school choice, and changes in leadership as ways to improve students’ educational outcomes. Although well intentioned, education policy can distract from the multi-layered causes that impact achievement and opportunity gaps, and how students’ life circumstances can affect their school attendance. Students who miss school frequently are less likely to be impacted by even the most robust and comprehensive education reforms. This paper discusses how the root causes of chronic absenteeism are complex and that policy distractions can stifle solutions to solve school attendance issues. As a wicked problem, chronic absenteeism, requires a conceptual framework that helps to organize policy responses within all levels of the educational system, as well as expansive to include other social sectors within public policy.

show abstract

“…Balfanz and Byrnes (2012) found that in schools that took part in an intervention program for chronic absenteeism prevention the absenteeism rates were reduced significantly compared to schools that did not attend the program. Moreover, chronic absenteeism threatens school organization effectiveness (Lenhoff and Pogodzinski, 2018). When absenteeism rates are increased in a school, this may be an indication that certain factors within the school might cause this problem (e.g., ineffective teaching, poor school climate, loose school discipline, etc.).…”

Section: Predictors Of Academic Achievementmentioning

confidence: 99%

Identifying Student Subgroups as a Function of School Level Attributes: A Multilevel Latent Class Analysis

Sideridis

Tsaousis

Al-Harbi³

2021

Front. Psychol.

View full text Add to dashboard Cite

The purpose of the present study was to profile high school students’ achievement as a function of their demographic characteristics, parent attributes (e.g., education), and school behaviors (e.g., number of absences). Students were nested within schools in the Saudi Arabia Kingdom. Out of a large sample of 500k, participants involved 3 random samples of 2,000 students measured during the years 2016, 2017, and 2018. Randomization was conducted at the student level to ensure that all school units will be represented and at their respective frequency. Students were nested within 50 high schools. We adopted the multilevel latent profile analysis protocol put forth by Schmiege et al. (2018) and Mäkikangas et al. (2018) that account for nested data and tested latent class structure invariance over time. Results pointed to the presence of a 4-profile solution based on BIC, the Bayes factor, and several information criteria put forth by Masyn (2013). Latent profile separation was mostly guided by parents’ education and the number of student absences (being positive and negative predictors of high achievement classes, respectively). Two models tested whether the proportions of level 1 profiles to level 2 units are variable and whether level 2 profiles vary as a function of level 1 profiles. Results pointed to the presence of significant variability due to schools.

show abstract

School Organizational Effectiveness and Chronic Absenteeism: Implications for Accountability

Cited by 31 publications

References 25 publications

The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

The Kids and Teens at School (KiTeS) Framework: An Inclusive Bioecological Systems Approach to Understanding School Absenteeism and School Attendance Problems

Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism

Identifying Student Subgroups as a Function of School Level Attributes: A Multilevel Latent Class Analysis

Contact Info

Product

Resources

About