Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs

Robinson, Carly D.; Lee, Monica G.; Dearing, Eric; Rogers, Todd

doi:10.3102/0002831218772274

Cited by 115 publications

(77 citation statements)

References 41 publications

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“…Results indicated that the post test performance of the Experimental Group was significantly better than pretest performance of Experimental Group on students' attendance. These results support and extend previous studies about the effectiveness of technology in reducing absenteeism at schools e.g., (18,28,29) . Further, this intervention was different from that of (28) as it targeted at-risk students of different education level (Middle School) and used technology differently (for calling).…”

Section: Discussionsupporting

confidence: 91%

“…These regular communications with families of the students make them understand the important role that regular attendance at school can play in the all-round success of the student (17) . A combination of home visits, regular communications with parents/guardians and their involvement can successfully reduce chronic absenteeism (18) . This two-way communication makes strong links between school, community, and parents (19) .…”

Section: Literature Reviewmentioning

confidence: 99%

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Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

lowast¹,

Bukhari²,

Noonari³

et al. 2020

IJST

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Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

lowast¹,

Bukhari²,

Noonari³

et al. 2020

IJST

View full text Add to dashboard Cite

show abstract

“…For the attribute (absences) number of school absences, it would be ideal if 98.19% could respond with <=25 times (originally 97.97% in the descriptive analytics); if 1.35% could respond with <=50 times (originally 1.27%); and if 0.46% could respond with >50 times (originally 0.76%). The results suggest that fewer number of school absences could contribute to the achievement of a high-level of performance in the final exam G3, which is congruent with the findings of Robinson, Lee, Dearing, and Rogers [41].…”

Section: Hypothetical Scenariosupporting

confidence: 86%

Harnessing Entropy via Predictive Analytics to Optimize Outcomes in the Pedagogical System: An Artificial Intelligence-Based Bayesian Networks Approach

How

Hung

2019

Education Sciences

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Educational stakeholders would be better informed if they could use their students’ formative assessments results and personal background attributes to predict the conditions for achieving favorable learning outcomes, and conversely, to gain awareness of the “at-risk” signals to prevent unfavorable or worst-case scenarios from happening. It remains, however, quite challenging to simulate predictive counterfactual scenarios and their outcomes, especially if the sample size is small, or if a baseline control group is unavailable. To overcome these constraints, the current paper proffers a Bayesian Networks approach to visualize the dynamics of the spread of “energy” within a pedagogical system, so that educational stakeholders, rather than computer scientists, can also harness entropy to work for them. The paper uses descriptive analytics to investigate “what has already happened?” in the collected data, followed by predictive analytics with controllable parameters to simulate outcomes of “what-if?” scenarios in the experimental Bayesian Network computational model to visualize how effects spread when interventions are applied. The conceptual framework and analytical procedures in this paper could be implemented using Bayesian Networks software, so that educational researchers and stakeholders would be able to use their own schools’ data and produce findings to inform and advance their practice.

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“…For example, behavioral nudges have had some success in the short term in boosting early childhood attendance. In a randomized experiment of 26,000 K-5 students, parents of students in the bottom 60% of attendance across 10 school districts received mailers that reported the number of days their children had been absent from school and offered general information about the importance of attendance in early grades (Robinson, Lee, Dearing, & Rogers, 2017). Students in families who received the attendance mailings were absent 0.53 fewer days over the course of the entire school year, on average, than students in households who did not receive them.…”

Section: Past Interventions To Improve Children's School Attendancementioning

confidence: 99%

A Two‐Generation Education Intervention and Children’s Attendance in Head Start

Sommer¹,

Schneider

Chor

et al. 2020

Child Development

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Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children's Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates of attendance and lower rates of absence and chronic absence (missing 10% or more of school days) than matched comparison children. These associations were similar across a range of high-and low-risk subgroups at baseline. These findings are discussed in terms of the implications of a family systems approach for improving children's Head Start attendance. Early childhood education, including Head Start, has become a central policy lever for expanding opportunity, especially among low-income children in the United States (

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Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs

Cited by 115 publications

References 41 publications

Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

Harnessing Entropy via Predictive Analytics to Optimize Outcomes in the Pedagogical System: An Artificial Intelligence-Based Bayesian Networks Approach

A Two‐Generation Education Intervention and Children’s Attendance in Head Start

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