The Accelerated Academics Academy (AAA) was an alternative middle school established in the Flint Community Schools school district in Flint, Michigan. Funded and evaluated as part of the federally funded School Dropout Demonstration Assistance Program (SDDAP), it began its operations in 1991 and continued to provide services as of 2008. The primary goal of AAA was to accelerate instruction so that students who are behind one or more grade levels could enter high school with their same-age peers.
Attendance in Early Elementary Grades: Association with Student Characteristics, School Readiness and Third Grade Outcomes
This study suggests that attendance in the early grades is critical to sustaining the school readiness skills that preschool or Head Start programs can help children to develop. The report found that students who arrived at school academically ready to learn— but then missed 10 percent of their kindergarten and first grade years—scored an average of 60 points below similar students with good attendance on third-grade reading tests.
Improving attendance and reducing chronic absence is not rocket science, but it does take commitment, collaboration and tailored approaches to the particular challenges and strengths of each school community. Across the nation, schools, communities and advocates have successfully taken steps to ensure children are attending school more regularly. This resource offers promising practices from a variety of communities and provides examples of various responses communities can take to ensure students are in school.
Attendance Works has created this video to explain the problem of chronic absence—its prevalence across the country and its impact on student achievement at every grade level. We also offer solutions that can engage the school and the community in building a culture of good attendance. And we give examples of how communities and school districts are addressing the barriers that keep students from getting to school.
The Attendance Works’ website has a number of tools and resources that can help different populations understand attendance and chronic absence issues. These tools can be used for the following: parents, teens, schools, afterschool providers, early education providers, health care providers, city leaders, and more.
Big Brothers Big Sisters Community-based Mentoring, an intensive community-based Mentoring Program for at-risk children, had a positive impact on skipping class or school and scholastic competence, but not on GPA or number of books read. It also had a positive impact on likelihood of initiating drug use, but no impact on the likelihood of initiating alcohol use. It also had a positive impact on the parental relationship, but no impact on several measures related to peer relationships. It also had no impact on global self-worth, social acceptance, or self-confidence.
Chronic Elementary Absenteeism: A Problem Hidden in Plain Sight, Child and Family Policy Center and Attendance Works
This study from Charles Bruner, Anne Discher, and Hedy Chang, confirms the premise that districts and schools may fail to detect high levels of chronic absence because the problem is easily masked by average daily attendance, one of the most commonly calculated attendance measures. While many educators assume a 95 percent ADA rate is an indicator of good attendance, the authors find that is can sometimes mask a problem with chronic absence.
The national evaluation, conducted by ICF International, was designed to determine whether Communities In Schools has an impact on student-level and school-level outcomes. The results shown here are confirmation of what Communities In Schools has been doing for the past 30 years - empowering students to stay in school and achieve in life.
Chronic absence can lead to third graders unable to master reading, sixth graders failing courses and ninth graders dropping out of high school. America’s Promise has joined a partnership working to recognize September as Attendance Awareness Month, and this week helped release a toolkit to help schools and communities start planning for September’s activities. The Count Us In!
Department of Education Student Mentoring Program, a federal grant program that funds school-based mentoring programs, had a positive impact on absenteeism and truancy, but mixed results on school efficacy and bonding, and no impact on grades and state assessments. It had no impact on delinquency or misconduct.