Attendance Improvement
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Attendance Improvement

Student attendance issues can typically be attributed to school climate or discipline problems.[1] Implementing Positive Action can improve classroom conditions by creating a positive learning environment and nurturing an intrinsic interest in learning. As behavior improves in the classroom, students become interested in school and attendance begins to improve.

Teacher attendance is also a concern for schools. When classroom conditions worsen, Teachers become disengaged from the school and their students.[2] Compelling research indicates that Teacher attendance has a direct effect on student achievement.[3] This leads to a vicious cycle: When the Teacher is disengaged, it’s difficult for students to be enthusiastic about learning; when students are disengaged, Teachers become frustrated trying to teach.

It’s important that school leaders respond to these situations with a proactive approach and support Teachers who are struggling with attendance and engagement issues. It’s also incumbent upon district and school leaders to initiate reforms to improve the school climate and classroom conditions.

By implementing Positive Action, school leaders can begin reversing these trends. As an implementation takes hold, both students and Teachers discover a renewed interest in their school. As engagement and school conditions improve, attendance rates improve for both students and Teachers.

Click here to review the absenteeism research outcomes.

Click here to for more information on student truancy.

Click here for an overview on behavior improvement.

References:
1. School characteristics that influence student attendance: Experiences of students in a school avoidance program. The High School Journal. 2008; 91(3):12-24. http://muse.jhu.edu/journals/hsj/summary/v091/91.3wilkins.html
2. Smith, G. Increasing Teacher Attendance. SubJournal. 2001; 2(1):8-18. http://stedi.org/STEDI/assets/File/JournalArticles/IncreasingTeacherAttendance.pdf
Miller, R. T., Murnane, R. J., & Willett, J. B. Do teacher absences impact student achievement? Longitudinal evidence from one urban school district. Educational Evaluation and Policy Analysis. 2008; 30(2):181-200. http://www.nber.org/papers/w13356