Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Dept: Education  Dates: Last 2 Years

You searched for subject:(Attendance). Showing records 1 – 2 of 2 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


UCLA

1. Valencia, Tony Michael. State Mandates, School Policies and Practices: What Schools Say They Are Doing to Address Chronic Absenteeism.

Degree: Education, 2018, UCLA

School attendance and chronic absenteeism have been at the forefront of state and federal mandates. Students who attend school every day have better school and life outcomes. On the other hand, students who are chronically absent are more likely to experience poor school results (lower grades, not reading at grade level) and future negative outcomes (unlikely to graduate from high school and college, more likely to engage in risky behavior).This study looked at what schools are doing to increase attendance and decrease chronic absenteeism. A mixed methods approach was used. A total of 17 individuals were interviewed and a survey was created based on responses. A survey was then completed by 47 district representatives that identified practices they were using to increase attendance and decrease chronic absenteeism. The results of the interviews and surveys indicate the power of using a multi-tiered system of support to increase attendance and decrease chronic absenteeism. Those districts interviewed knew the needs of their schools and had proactive systems in place to increase attendance and decrease chronic absenteeism. Further, the study also identified common barriers that are making it difficult for students to attend school daily.

Subjects/Keywords: Educational leadership; Attendance; Chronic Absenteeism; LCAP; Strategies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Valencia, T. M. (2018). State Mandates, School Policies and Practices: What Schools Say They Are Doing to Address Chronic Absenteeism. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1t59s7rm

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Valencia, Tony Michael. “State Mandates, School Policies and Practices: What Schools Say They Are Doing to Address Chronic Absenteeism.” 2018. Thesis, UCLA. Accessed December 10, 2019. http://www.escholarship.org/uc/item/1t59s7rm.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Valencia, Tony Michael. “State Mandates, School Policies and Practices: What Schools Say They Are Doing to Address Chronic Absenteeism.” 2018. Web. 10 Dec 2019.

Vancouver:

Valencia TM. State Mandates, School Policies and Practices: What Schools Say They Are Doing to Address Chronic Absenteeism. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Dec 10]. Available from: http://www.escholarship.org/uc/item/1t59s7rm.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Valencia TM. State Mandates, School Policies and Practices: What Schools Say They Are Doing to Address Chronic Absenteeism. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/1t59s7rm

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Utah State University

2. Throndsen, Jennifer E. Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.

Degree: PhD, Education, 2018, Utah State University

As students enter kindergarten, some students are more academically prepared than others. This study looked at the relationships among preschool attendance, preschool type (i.e., public, private, Head Start, and home-based technology providers) and preschool quality and early mathematical literacy skills for diverse students. The study sought to answer three research questions: What is the relationship between preschool attendance and early mathematical literacy? What is the relationship between preschool type and early mathematical literacy? What is the relationship between preschool quality and early mathematical literacy? Within each research question, there was also an investigation to see if there were differing effects for diverse student demographics. Data was obtained from the USBE in relation to preschool enrollment records and kindergarten entry scores on the state mandated Kindergarten Entry and Exit Profile (KEEP) assessment for all kindergarten students enrolled in the 2017-18 school year. The researcher conducted a 2x2 Factor ANOVA, independent group means t-tests, and multiple regression analysis to determine relationships among preschool attendance, type, and quality and early mathematical literacy. In general, the independent variables of attending preschool and the quality of the preschool did not seem to have the positive influence expected on early mathematical literacy as a whole, but when looking more specifically at the demographic covariates, there were some positive influences. Students who participated in online preschool programming on average experienced the highest early mathematical literacy scores. Overall, the results suggested that students from diverse backgrounds experience improved early mathematical literacy when they attended preschool. Therefore, with the limited funding available for preschool, policymakers should consider which students might most benefit from preschool experience and target limited resources to such populations. Advisors/Committee Members: Patricia Moyer-Packenham, Jessica Shumway, Beth MacDonald, ;.

Subjects/Keywords: kindergarten; readiness; mathematical literacy; preschool; attendance; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Throndsen, J. E. (2018). Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7043

Chicago Manual of Style (16th Edition):

Throndsen, Jennifer E. “Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.” 2018. Doctoral Dissertation, Utah State University. Accessed December 10, 2019. https://digitalcommons.usu.edu/etd/7043.

MLA Handbook (7th Edition):

Throndsen, Jennifer E. “Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy.” 2018. Web. 10 Dec 2019.

Vancouver:

Throndsen JE. Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 Dec 10]. Available from: https://digitalcommons.usu.edu/etd/7043.

Council of Science Editors:

Throndsen JE. Relationships Among Preschool Attendance, Type, and Quality and Early Mathematical Literacy. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7043

.