Student absence in South Australian schools

Abstract

Students who are frequently absent from school ('non-attenders') are considered to be 'at risk'. State education departments have recently begun to improve their collection of student absence data, often to contribute to the development of performance standards for schools. This paper presents a summary of data from the Term 2 collection in South Australian government schools. The data were combined with student information, which allowed examination and comparison of attendance patterns for different groups oj" students. The author provides details about which students were absent in those years, the frequency of students' absences, which students had no absences, and the stated reasons for students' absences.The author recommends that no single attendance standard can be set for schools, based on the differential targets shown for different groups of students.Regular attendance is an important factor in school success. Students who are chronic non-attenders receive fewer hours of instruction; they often leave education early and are more likely to become long term unemployed, homeless, caught in the poverty trap, dependent on welfare, and involved in the justice system (House of Representatives 1996, p. 3). High rates of student absenteeism are believed to affect regular attenders as well, because teachers must accommodate non-attenders in the same class. But chronic absenteeism is not necessarily a cause of academic failure and departure from formal education. Research by Altenbaugh et al (1995), Bryk and Thum (1989), and Fernandez and Velez (1989 has highlighted significant associations between student background factors, poor attendance, and early school leaving. Such associations would suggest that chronic absenteeism, truancy and academic failure are evidence of a dysfunctional relationship among student and school, and that schools need to be more student-centred and supportive of students with different needs. While discussions about causes of student absenteeism and relationships between absenteeism and achievement continue, there is • 69

Academic motivation, self‐concept, engagement, and performance in high school: Key processes from a longitudinal perspective

“…Absenteeism to performance . School non‐attendance has detrimental effects on academic outcomes because absentees receive less hours of instruction (Rothman, 2002). Supporting evidence shows that absenteeism is a predictor of early school leaving (Reid, 2005) and poor achievement (e.g., Sutton & Soderstrom, 1999).…”

A ‘Formidable Challenge’: Australia's Quest for Equity in Indigenous Education

“…High rates of absenteeism and truancy not only have an adverse effect on academic achievement but also result in a sense of non-belonging at school, causing these students to become social outsiders Mellor & Corrigan, 2004;Munns & McFadden, 2000). Absenteeism also correlates with high rates of juvenile crime (Gardiner, 1996; House of Representatives Standing Committee on Employment, Education and Training, 1996;Rothman, 2002).…”

Transitions and re-engagement through second chance education

“…High rates of absenteeism and truancy not only had an adverse effect on academic achievement but also resulted in a sense of non-belonging at school causing these students to become social outsiders. This was found to correlate with an increase in juvenile crime (House of Representatives Standing Committee on Education and Training's Report on Truancy and Exclusion from School 1996, Gardiner 1996, Rothman 2002). …”