Student Attendance, Mobility, and Mathematics Achievement in an Urban School District

Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement

“…Although research has considered aspects of schooling and racial/ethnic issues (Carter, 2003;Parke & Kanyongo, 2012;Yonezawa, Wells, & Serna, 2002), there is little research investigating differences in classroom practices across racial/ethnic or other demographic groups (Chang, 2008). Existing research has focused mainly on children with different language backgrounds and supports the need for further investigation (Chang, 2008;Valle, Diaz, Waxman, & Padron, 2013).…”

Socioeconomic Status, Higher-Level Mathematics Courses, Absenteeism, and Student Mobility as Indicators of Work Readiness

“…Student achievement related literature included demographic variables but also examined the effects of taking higher-level mathematics courses, student mobility, and absenteeism on student achievement (Bottoms & Carpenter, 2003;Crowley, 2003;Donnelly, 2010, Fleischman et al, 2010HOPE Program, 2011;Paik, 2002;Parke, 2006;Parke & Kanyongo, 2012;Rampey, Dion, & Donohue, 2009;Rumberger, 2002;Thompson, Myers, and Oshima, 2011;and Wilcher, 2005).…”

“…Additionally, students taking one or more mathematics courses below college-preparatory Algebra I tended to have lower mathematics achievement than students taking higher-level mathematics courses. Parke and Kanyongo (2012) analyzed data for the 2004-2005 school year from 80 elementary, middle, and high schools in an urban Ohio school district. Students' mobility and attendance were examined for their influence on mathematics and reading achievement.…”

“…Absenteeism and student mobility have been found to be problematic with high school students in several studies (Donnelly, 2010;Hinz, Kapp, & Snapp, 2003;Parke & Kanyongo, 2012;Wilcher (2005). Higher absentee and mobility levels are negatively related to students' reading and mathematics achievement scores.…”

“…Gender, race, socioeconomic status, and career and technical education participation appear frequently in work readiness literature associated with high school students (Barnes, 2002;Hall, 2010;Parker, 2011;Reed, Jepsen, & Hill, 2007;Schultz, 2011;Stone, 2007;Stone & Aliaga, 2007;Sugiarti, 2008;and Wall, 2011). Other factors frequently found in literature related to high school students include the relation between factors such as taking higher levels of mathematics courses, student mobility, absenteeism, socioeconomic status, parttime work status, and students' academic achievement (Bottoms & Carpenter, 2003;Crowley, 2003;Donnelly, 2010;Fleischman, Hopstock, Pelczar, & Shelley, 2010;HOPE Program, 2011;Paik, 2002;Parke, 2006;Parke & Kanyongo, 2012;Rampey, Dion, & Donohue, 2009;Rumberger, 2002;Thompson, Myers, and Oshima, 2011;and Wilcher, 2005).…”