REL Southwest Ask A REL Response
Other:
Attendance in Middle and High School: Role on Student Achievement and Effective Strategies for Improvement
March 2021
Question:
1. What does research say about the role of attendance on
student achievement for middle and/or high school students?
2. What does the research say about effective
interventions to improve middle and/or high school attendance?
Response:
Print-friendly version (552 KB)
Thank you for the questions you submitted to our REL Reference Desk. We have prepared the following memo with research references to help answer your questions. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. Following an established Regional Educational Laboratory (REL) Southwest research protocol, we conducted a search for research reports as well as descriptive study articles on the role of attendance on student achievement and effective interventions to improve attendance.
We have not evaluated the quality of references and the resources provided in this response. We offer them only for your reference. Also, we searched the references in the response from the most commonly used resources of research, but they are not comprehensive, and other relevant references and resources may exist. References provided are listed in sections with sources in each section in alphabetical order, not necessarily in order of relevance. We do not include sources that are not freely available to the requestor.
Research References
Attendance and Student Achievement
Kirksey, J. J. (2019). Academic harms of missing high school and the accuracy of current policy thresholds: Analysis of preregistered administrative data from a California school district. AERA Open, 5(3), 1–13. https://eric.ed.gov/?id=EJ1229689
London, R. A., Sanchez, M., & Castrechini, S. (2016). The dynamics of chronic absence and student achievement. Education Policy Analysis Archives, 24(112), 1–31. https://eric.ed.gov/?id=EJ1119285
Parke, C. S., & Kanyongo, G. Y. (2012). Student attendance, mobility, and mathematics achievement in an urban school district. Journal of Educational Research, 105(3), 161–175. https://eric.ed.gov/?id=EJ960684 Retrieved from https://www.researchgate.net/publication/233058577
Interventions to Improve Attendance
Edwards, L. (2013). School counselors improving attendance. Georgia School Counselors Association Journal, 20(1), 1–5. https://eric.ed.gov/?id=EJ1072613
Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R. (2016). Relationship between school-wide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions, 18(1), 41–51. https://eric.ed.gov/?id=EJ1084005. Retrieved from https://www.researchgate.net/publication/275250576
Keown, H., Peters, M., Corrales, A., & Orange, A. (2020). Does start time at high school really matter? Studying the impact of high school start time on achievement, attendance, and graduation rates of high school students. AASA Journal of Scholarship & Practice, 17(2), 16–33. https://eric.ed.gov/?id=EJ1259622
Maynard, B. R., Kjellstrand, E. K., & Thompson, A. M. (2013). Effects of Check & Connect on attendance, behavior, and academics: A randomized effectiveness trial. Research on Social Work Practice, 24(3), 296–309. https://eric.ed.gov/?id=ED562747
Rogers, T., Duncan, T., Wolford, T., Ternovski, J., Subramanyam, S., & Reitano, A. (2017). A randomized experiment using absenteeism information to “nudge” attendance (REL 2017-252). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://eric.ed.gov/?id=ED572488
Additional Organizations to Consult
Attendance Works – https://www.attendanceworks.org/
- Better federal, state and local policy and practices around school attendance.
- Every school district in the country not only tracks chronic absence data beginning in kindergarten—or earlier—but also partners with families and community agencies to intervene as soon as poor attendance becomes a problem for children or particular schools.”
Center for Evaluation and Education Policy (CEEP): School of Education, Indiana University Bloomington – https://education.indiana.edu/research/centers/ceep.html
Methods
Keywords and Search Strings
The following keywords and search strings were used to search the reference databases and other sources:
- middle and high school attendance programs OR practices (student achievement)
- school attendance (student outcomes)
- [(“student achievement”) AND (“attendance” OR “attendance patterns”)]
- [((“middle school" OR “high school”) AND (“student achievement”)) AND (“attendance” OR “attendance patterns”)]
- [(“practices” OR “programs”) AND (“student achievement” AND “improvement”)]
- attendance (middle school and high school achievement)
- student attendance effects
- secondary student attendance and achievement
- reducing absenteeism
- student absences and achievement
Databases and Resources
We searched ERIC for relevant, peer-reviewed research references. ERIC is a free online library of more than 1.7 million citations of education research sponsored by the Institute of Education Sciences (IES). Additionally, we searched the What Works Clearinghouse.
Reference Search and Selection Criteria
When we were searching and reviewing resources, we considered the following criteria:
- Date of the publication: References and resources published from 2005 to present, were include in the search and review.
- Search priorities of reference sources: Search priority is given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, academic databases, including ERIC, EBSCO databases, JSTOR database, PsychInfo, PsychArticle, and Google Scholar.
- Methodology: The following methodological priorities/considerations were given in the review and selection of the references: (a) study types—randomized control trials, quasi-experiments, surveys, descriptive data analyses, literature reviews, policy briefs, and so forth, generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected, and so forth), study duration, and so forth; and (c) limitations, generalizability of the findings and conclusions, and so forth.