Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality

Sälzer, Christine; Trautwein, Ulrich; Lüdtke, Oliver; Stamm, Margrit

doi:10.1016/j.learninstruc.2011.12.001

Cited by 29 publications

(28 citation statements)

References 50 publications

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“…Among individual risk factors for absence, children who experience maltreatment or trauma are more likely to miss large amounts of school (Barth, 1984; Dube & Orpinas, 2009; Kearney, 2008). Previous grade retention, special education participation, and other health factors have also been found to be associated with higher rates of absenteeism (Balfanz & Byrnes, 2012; Kearney, 2008; Sälzer, Trautwein, Lüdtke, & Stamm, 2012; Thomas, Lemieux, Rhodes, & Vlosky, 2011). In some studies, males have been more frequently truant than females (Veenstra, Lindenberg, Tinga, & Ormel, 2010; Sälzer et al, 2012), but these gender differences are not consistent (Balfanz & Byrnes, 2012).…”

Section: Review Of Literaturementioning

confidence: 99%

Chronic absence, eighth-grade achievement, and high school attainment in the Chicago Longitudinal Study

Smerillo

Reynolds

Temple

et al. 2018

Journal of School Psychology

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Although not as commonly reported as average daily attendance, chronic absence data may be of significant importance for understanding student success. Using data from 1148 participants in the Chicago Longitudinal Study, we assessed the associations of chronic absence in the early middle grades, grades fourth through sixth, with eighth-grade achievement and three measures of high school attainment including four-year graduation by diploma, graduation by diploma by age 21, and any high school completion by age 21. The rate of chronic absenteeism, defined here as students missing approximately 14days of school or more in a year, was 15%. Using Ordinary Least Squares, probit regression, and inverse-probability-weighting regression-adjustment methods (IPWRA), results indicated that chronic absence in the early middle grades was negatively associated (d=-0.17) with eighth-grade math achievement and reduced the probability of four-year graduation by diploma by 18 percentage points, graduation by diploma by age 21 by 17 percentage points, and any high school completion by age 21 by 11 percentage points. IPWRA yielded similar estimates. Coefficients varied by subgroup with males and children of mothers who completed high school experiencing more detrimental effects. Associations of chronic absence with outcomes are important to understand because school interventions and practices which begin early can be effective in reducing the prevalence of absenteeism.

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Section: Review Of Literaturementioning

confidence: 99%

Chronic absence, eighth-grade achievement, and high school attainment in the Chicago Longitudinal Study

Smerillo

Reynolds

Temple

et al. 2018

Journal of School Psychology

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“…Given teachers’ regular proximity to students in the classroom, a variety of teacher behaviors may be important for shaping student outcomes. Specifically, teacher collaboration (Goddard, Goddard, & Tschannen‐Moran, ; Rhodes, Camic, Milburn, & Lowe, ), supervision and discipline (Johnson‐Gros, Lyons, & Griffin, ), and instructional management (Sälzer, Trautwein, Ludtke, & Stamm, ) may have implications for students. Understanding the role of teacher practices in relation to student high‐risk behaviors, barriers to student learning, and student social–behavioral school climate may help us to develop effective school interventions that reduce risk and promote positive outcomes among youth.…”

Section: Teacher Practicesmentioning

confidence: 99%

Teacher Behavioral Practices: Relations to Student Risk Behaviors, Learning Barriers, and School Climate

et al. 2016

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Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school-level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student-related outcomes (i.e., high-risk behaviors, barriers to learning, student social-behavioral climate). Teachers across 29 high schools, in a large urban school district serving primarily low-income students, completed self-report surveys. Multilevel regression was used to test both individual-and school-level predictors of student outcomes. Findings suggest that teacher practices at the individual and school levels are linked to student highrisk behaviors, barriers to student learning, and school climate. More specifically, findings indicate that better supervision/discipline and instructional management are associated with fewer high-risk behaviors and barriers to learning. More instructional management is also linked to positive socialbehavioral climate. Results from this study highlight the association between teacher practices and a range of student-related problem behaviors, and suggest that system-level interventions in the school may have positive effects. C

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“…In another research study, Lehr, Sinclair, and Christenson (2004) -also with focus on the organisational level and not the individual -found that school structure and school climate together with the relationship between students and teachers are important in keeping students engaged in school. An example of a lack of close relationship in the classroom is a Swiss study (Sältzer, Trautwein, Lüdtke, & Stamm, 2012) with 3491 students where the fast instructional pace was associated with more truancy. Perhaps there is a lack of research on the children's relationship to their teachers and peers within the school, especially when bullying may be a major issue among the students of the same age (Hjern, Alfven, & Ö stberg, 2008).…”

Section: Truancy: a Social Problemmentioning

confidence: 99%

‘School – no thanks – it ain't my thing’: accounts for truancy. Students' perspectives on their truancy and school lives

Strand

2012

International Journal of Adolescence and Youth

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This study is an interview-based investigation of 15 students with unexcused absences in the last school year in Swedish compulsory school. The aim is to explore students' descriptive perspectives on truancy, school life and their own futures. The interviews are analysed as presentations of accounts within symbolic interaction. The students account a variety of excuses or justifications, including internal justifications, such as 'I didn't understand', and external justifications, such as 'My dad is sick'. Examples of motivations for truancy include boredom (justifying internal excuses) and bullying (justifying external excuses). Most of the excuses seem to connect to the school atmosphere. All students except one indicate that they dislike school and all students except three have relationship problems with peers and teachers. These three students display a change or 'turning point' from truant behaviour to continual school attendance and from exclusion to inclusion.

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Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality

Cited by 29 publications

References 50 publications

Chronic absence, eighth-grade achievement, and high school attainment in the Chicago Longitudinal Study

Chronic absence, eighth-grade achievement, and high school attainment in the Chicago Longitudinal Study

Teacher Behavioral Practices: Relations to Student Risk Behaviors, Learning Barriers, and School Climate

‘School – no thanks – it ain't my thing’: accounts for truancy. Students' perspectives on their truancy and school lives

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