A Quantitative Study of Gender, SES, and Absenteeism and the Effects on Student Eighth Grade Mathematics TAKS Scores in Texas
A Quantitative Study of Gender, SES, and Absenteeism and the Effects on Student Eighth Grade Mathematics TAKS Scores in Texas

Author: David L. Brown

Publisher:

Published: 2011

Total Pages: 188

ISBN-13:

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The purpose of this study was to determine if there is a relationship between student achievement in Texas, as measured by the eighth grade mathematics Texas Assessment of Knowledge and Skills (TAKS) test and attendance rates of individuals, socio-economic status (SES), gender, and if the relationship varies between school size. This study separated schools into quartiles based on the size of the schools that housed eighth grade students for the 2008-2009 school year. Demographic and testing data were compiled from the Texas Education Agency (TEA) for students who were administered the eighth grade mathematics test in Texas during the 2008-2009 school year. Inferential statistics were compiled using the data from TEA to get a description of the data sample. Data were analyzed by correlation and multiple regression analysis. The findings of this study indicated that students who have high absenteeism and are categorized as low socio-economic status have a higher likelihood of not meeting minimum requirements on the eighth grade mathematics TAKS test. This study also indicated that there is a minimal gap between genders in mathematics in the eighth grade. This study also revealed that students in larger junior high schools were performing higher on the mathematics TAKS test in eighth grade. Therefore, results of this study provide data to schools and policy makers regarding the significance of attendance, SES, gender, and school size on student achievement.

Advances in Economics and Econometrics: Volume 1
Advances in Economics and Econometrics: Volume 1

Author: Bo Honoré

Publisher: Cambridge University Press

Published: 2017-11-02

Total Pages: 350

ISBN-13: 1108245668

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This is the first of two volumes containing papers and commentaries presented at the Eleventh World Congress of the Econometric Society, held in Montreal, Canada in August 2015. These papers provide state-of-the-art guides to the most important recent research in economics. The book includes surveys and interpretations of key developments in economics and econometrics, and discussion of future directions for a wide variety of topics, covering both theory and application. These volumes provide a unique, accessible survey of progress on the discipline, written by leading specialists in their fields. The first volume includes theoretical and applied papers addressing topics such as dynamic mechanism design, agency problems, and networks.

Looking Forward to High School and College
Looking Forward to High School and College

Author: Elaine Allensworth

Publisher: Consortium on Chicago School Research

Published: 2014-09-01

Total Pages: 138

ISBN-13: 9780989799454

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Grades and attendance-not test scores-are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school.

A Comparative Analysis of Student Absenteeism and Mathematics Achievement Between Hispanic and Caucasian Students in a Rural Oregon School District
A Comparative Analysis of Student Absenteeism and Mathematics Achievement Between Hispanic and Caucasian Students in a Rural Oregon School District

Author: Stephen Walter Phillips

Publisher:

Published: 2006

Total Pages: 214

ISBN-13: 9780542973567

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The purpose of this study was to investigate the relationship between student attendance and mathematical achievement scores. The study compared student attendance and mathematical achievement scores in the 3rd, 5th, 8th and 10th grades using the state of Oregon's assessment instrument, Technology Enhanced Student Assessment (TESA) as a measure. TESA provides school districts in the State of Oregon with mathematics, reading, writing, science and social science grade level tests. This study uses TESA, mathematics as a measure, presenting statistically significant and practical findings through the use of the Mann-Whitney U test and effect size, d, analysis. This study should prove to be important to educators who work with Caucasian and Hispanic students and face the problem of student absenteeism. Results of the study reveal that mathematically high achieving students attend school more regularly than mathematically low achieving students at the 10 th grade level only. Significant correlations were found between student attendance and student absences at the 3rd and 10th grade levels. Hispanic and Caucasian attendance rates were also analyzed, no significant differences in absentee rates were found at any grade level. Caucasians were found to score significantly higher than Hispanics on the TESA, mathematics testing instrument at all levels. One conclusion that can be drawn from the findings of this study is that the Hispanic achievement gap that exists in this district is not due to differences in absenteeism rates.

A Study of Absences in Relation to Grades and Mental Ratings (Classic Reprint)
A Study of Absences in Relation to Grades and Mental Ratings (Classic Reprint)

Author: Bernice Bowman Scovell

Publisher: Forgotten Books

Published: 2018-02-11

Total Pages: 104

ISBN-13: 9780656346080

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Excerpt from A Study of Absences in Relation to Grades and Mental Ratings Correlatlon of grades and health Causes of Irregul r attendance 111 health. Flnwncial needs. Truancy. Health and attendance Reeves. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

The Short- and Long-run Impacts of Secondary School Absences
The Short- and Long-run Impacts of Secondary School Absences

Author: Jing Liu

Publisher:

Published: 2019

Total Pages:

ISBN-13:

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We provide novel evidence on the causal impact of student absences in middle and high school on state test scores, course grades, and educational attainment using a rich administrative dataset that includes the date and class period of each absence. Our identification strategy addresses potential endogeneity due to time-varying student-level shocks by exploiting the fact that in a given year, there exists within-student, between-class variation in absences. We also leverage information on the timing of absences to show that absences that occur after the annual window for state standardized testing do not appear to affect test scores, which provides a further check of our identification strategy. We find that absences in middle and high school harm contemporaneous student achievement and longer-term educational attainment: On average, missing 10 math classes reduces math test scores by 7% of a standard deviation, math course grades by 19% of a standard deviation, the probability of on-time graduation by 8%, and the probability of college enrollment by 7%. Similar results hold for absences in English Language Arts classes. These results suggest that absences in middle school and high school are just as harmful, if not more so, than absences in elementary school. Moreover, the timing of absences during the school year matters, as both the occurrence and the impact of absences are dynamic phenomena.