dc.contributor.author	Rouse, Steven D.
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2001-2015	en_US
dc.date.accessioned	2015-05-18T15:43:03Z
dc.date.available	2015-05-18T15:43:03Z
dc.date.issued	2015-05
dc.identifier.uri	http://hdl.handle.net/10428/1928
dc.description.abstract	The purpose of this study was to examine the relationship that exists between student attendance and student achievement of Georgia’s elementary students in the areas of Science and Social Studies as measured by their performance on the Criterion Referenced Competency Test (CRCT). The focus of this research was to determine if a statistically significant relationship exists between student attendance and academic performance as measured by the Science and Social Studies CRCT. This research also compared the relationship of student attendance of all academic areas as measured by the CRCT to identify in what academic area student attendance is the most highly correlated to student achievement. Furthermore, this study examined the relationship between student attendance and academic achievement by looking at CRCT scores of students with perfect attendance, 95.0% to 99.9% attendance, 90.0% to 94.9% attendance, 85.0% to 89.9% attendance, and below 85.0% attendance. This research also examined the variable of “grade” to see if there was a difference in the strength of the relationships between student attendance and student achievement in Science and Social Studies between Georgia’s third and fifth grade students. The results of this study indicate that the number of absences was positively correlated with all four CRCT domains examined in this study, but that the effect sizes were small according to Cohen’s (1992) definitions of effect sizes. The findings also suggest that the number of absences is most strongly correlated to CRCT Math scores followed by CRCT Social Studies scores and CRCT Science scores, with the smallest correlation being between the number of absences and CRCT Reading scores. The findings also show that the mean scale score of Science and Social Studies CRCT scores go down as the number of absences goes up. However, the variable of attendance only accounts for between one and two percent of the variance of scores between the attendance groups (perfect attendance, 95.0% - 99.9% attendance, 90.0% -94.9% attendance, 85.0% to 89.9% attendance, and below 85%). Finally, the results shows that there were statistically significant differences in the strength of the relationship between student achievement and scores on both the CRCT Science test and the CRCT Social Studies test for third and fifth grade students, but that these differences were so small that they are of no practical importance.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 Statement of the Problem 3 Conceptual Framework for the Study 4 Purpose of the Study 5 Research Questions 6 Definition of Terms 7 Procedures 8 Significance of the Study 9 Organization of the Study 10 Chapter II: REVIEW OF THE LITERATURE 12 Overview 12 Brief History of Educational Policy and Increased Accountability……..………….. 13 Georgia’s College and Career Ready Performance Index………………………..… 18 Understanding Student Absenteeism………………………………………..……… 25 Student Attendance and Academic Achievement 29 Student Attendance and Graduation…………………………………………………36 Georgia’s Compulsory Attendance Law ……………………………………………37 Financial Implications for School Districts………………………………………….37 Findings in Other Countries 38 Science and Social Studies Instruction under NCLB.………….…..………………..39 Summary 41 Chapter III: METHODOLOGY 42 Overview 42 Research Design 43 Population and Sample 45 Instrumentation 45 Procedures 46 Limitations and Delimitations 51 Summary 52 Chapter IV: RESULTS 53 Descriptive Statistics 55 Research Question 1 57 Research Question 2 58 Research Question 3 59 Research Question 4 67 Summary 70 Chapter V: CONCLUSIONS, INTERPRETATIONS AND RECOMENDATIONS.…..73 Introduction…….…………………………..………………………………………...73 Summary of Findings………………………………………………………………...74 Conclusions…………………………………………………………………………..76 Recommendations for Practice………………………………………………………78 Recommendations for Future Research……………………………………………...80 REFERENCES…………………………………………………………………….…….83 APPENDIX A - Permission of Use…...…………………………………………………90 APPENDIX B – Institutional Review Board Approval………………………………….92	en_US
dc.language.iso	en_US	en_US
dc.subject	Student Attendance	en_US
dc.subject	Academic Achievement	en_US
dc.subject	Science	en_US
dc.subject	Social Studies	en_US
dc.subject	Elementary	en_US
dc.subject	CRCT	en_US
dc.title	Exploring the Relationship between Student Truancy and Science and Social Studies CRCT Scores	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and Instruction	en_US
dc.description.advisor	Siegrist, Gerald R.
dc.description.committee	Gibson, Nicole M.
dc.description.committee	Dees, Dianne C.
dc.description.committee	Rieger, Alicja
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US