Examining Long-Term Effects of Elementary-Grade Student Transiency and Absenteeism on Subsequent Achievement Test Performance

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-11 - Examining Interventions and Outcomes for At-Risk Students

Abstract

This study examines effects on test performance in Grades 4-6 of elementary school children’s transiency and absenteeism during earlier grades of kindergarten-4th Grade. Transiency is defined as students entering a new school weeks or months after the start of the school year. Lower student test performance of students in grades 4 through 6 are consistently observed in Mathematics; English/Language Arts; and Writing. While observed effect sizes and small, the pattern of remarkably consistent and negative effects of students being transient and/or absent in elementary school grades should be a concern to educators. Students who exhibit elementary school patterns of being both transient, and frequently absent are at greatest risk for lower academic performance and represent viable targets for academic intervention.

Authors

• Robert Sheehan, Coastal Carolina University

• Alexis Wiseman, Coastal Carolina University

• Ed Jadallah, Coastal Carolina University

• Heather Chase Sheehan, Horry County Schools