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Advancing Research in Chronic Absenteeism in Among Low Income and Minority Students Through Application of the Systemic Questioning Framework Open Access

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An estimated 5 million to 7.5 million students are chronically absent within the US. Chronic absenteeism (CA) is highly correlated with academic success, achievement, grade retention, and dropout rates. Further, low income and minority students are more likely to be chronically absent, contributing to academic achievement gaps. Few studies have explored the differential impacts of CA on low income and minority students due to the lack of universal reporting systems for attendance. My purpose was to identify the primary drivers and effects of CA among low income and minority students. The Systemic Questioning Framework was used to critically examine CA and its assumptions to inform the design of effective evidence-based interventions to reduce CA and narrow academic achievement gaps.

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