Publication Date

Spring 2024

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Arnold Danzig; Anji Buckner; Clea McNeely

Abstract

School absences figure prominently in student success. It makes sense that students who are in school have a better chance of learning and growing and when they aren’t there, they don’t benefit from what schools have to offer. But when absences are marked unexcused the consequences could be significant, further hindering school success for students. Looking at racial dimensions of attendance could provide an important element to our understanding. This study reviews the literature on student attendance, the history of attendance policy, racial and ethnic dimensions of student attendance policy and how it is applied, and the impact of leadership on addressing disproportionate impacts of policies and practices on students of color. To accomplish this, the study employs case study method that includes a presentation and analysis of attendance and school climate data in one school district and select schools within that district that have absences marked unexcused at lower rates than the state. From the initial data, interviews with school and district staff revealed how attendance policy is applied and the type of communication students and families receive. Findings include significant alignment among the staff to be supportive of families, meet their needs, and communicate in a positive manner. This positive alignment points to key practices school districts could employ to support students and address absences being marked unexcused.

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