The focus on improving student attendance in schools has become necessary throughout the United States as schools continually deal with the issues of poor student achievement (Baker
& Jansen, 2000; Henry, 2007). Research conducted on the importance of student attendance and the implementation of strategies to increase attendance, revealed a relationship between
attendance and achievement (Baker & Jansen, 2000). This quantitative, descriptive research study, using a cross-sectional, Likert-type survey, specifically developed for this research study to gather data on frequencies and descriptive trends (Creswell, 2005), sought to examine potential parental factors that may affect student attendance. The study investigated the knowledge levels of the parents/guardians in relationship to compulsory education attendance laws, the school’s attendance program, and relating student attendance with achievement.
The discussion in the theoretical framework included a historical overview of compulsory education laws, school attendance programs, and the relationship attendance has with
achievement, which provided the foundation for the study and the assumptions formulated in the study. Variables were discussed that demonstrated the impact parents/guardians had on
attendance and achievement. Several studies presented identified the importance of developing a school-wide attendance program when striving to increase student attendance. Other studies presented included discussions of the negative impact of truancy. Background information, research questions, hypotheses, limitations, and delimitations were presented in chapter 1 to provide a clear picture of the problem and purpose for the study. Concluding chapter 1 was a summary of key points presented in the chapter including supporting citations, transitioning into the Literature Review in chapter 2.
Background of the Problem
Under the No Child Left Behind Act of 2001, each state was mandated to devise and put into practice statewide accountability systems to make certain all public schools made adequate yearly progress. Schools that did not make adequate yearly progress ran the risk of sanctions from the United States Department of Education (Pepukayi, 2004). Student attendance was one of the areas where schools were required to maintain a specified percentage rate to comply with adequate yearly progress guidelines. A strong attendance intervention plan based on the demands for accountability and achievement set forth in the No Child Left Behind Act of 2001 was
considered to be a potential step for schools.
Studies have been conducted on the importance of student attendance as related to student achievement. Counting the Truants (Christie, 2006), described several problems of student truancy, the effects truancy had on student achievement, and the effects compulsory attendance laws had on student attendance. Results from the study indicated that mandatory attendance laws only showed a minimal increase in student attendance. For a school to see genuine improvement in attendance, the students needed to believe that their participation in school was worthwhile (Christie, 2006). When students believed that someone cared and students developed personal relationships with the school personnel, the students’ attendance increased. The study concluded that if a school only strove to enforce mandated attendance laws without considering the students’ personal relationships, the desired increase attendance did not occur. Interest in the importance of personal relationships for students served as a catalyst for further research.
Researchers continued to determine the importance that personal relationships had on student attendance. A study conducted by Volkmann and Bye (2006), Improved School
Attendance Through Adult Volunteer Reading Partners, provided data indicating that one
method to improve student attendance was to provide personalized adult contact for the students.
Volkmann and Bye (2006) conducted an ex post facto exploratory study of elementary students over a two-year period that analyzed data reporting the impact providing a weekly, one hour one-on-one adult contact for students demonstrating attendance issues, had on improving the students attendance. The school in the study experienced poor student achievement. The development of an adult volunteer reading program was an attempt to improve student attendance. The study showed an increase in individual student attendance when interventions were implemented.
Students’ attendance improved on the days the students met with the adult readers, but the day-to-day attendance of the students did not improve.
Joronen and Astedt-Kurki (2005) found that if parents believed that their children were doing satisfactorily in school, the parents did not maintain contact with their children’s’ teacher or stay current on school events. If a student began to have difficulty in school with academics, parents would make the student study. Parents would still not contact the school. The findings showed that even with parents’ negative involvement, students still demonstrated an
improvement in attendance.
Burns (2000) conducted a study to determine the effectiveness of the Stevenson/YMCA community school programs in relationship to parental involvement, student attendance, and achievement. The findings showed that children with parents involved in school had higher scores for effort than children whose parents were not involved in school. Children with involved parents attended school more than children whose parents were not involved in school. The study showed that children with involved parents demonstrated a significant increase in motivation, citizenship, and homework completion compared to the children with parents who were not
involved in the school. Student attendance has a significant effect on student learning (Stanca, 2006). To ensure that schools focused on improving student attendance, the No Child Left Behind Act of 2001 (NCLB) mandated schools to achieve and maintain an annual student
attendance percentage rate of 95% by 2010 to be in compliance. School districts with schools not meeting the percentage rate risked negative sanctions by the U. S. Department of Education (Pepukayi, 2004). In 2005, the Portland Public School district in Portland, Oregon, fully aware of the NCLB mandates required all schools in the district with an attendance rate below 95% to develop a plan that would improve student attendance. To assist schools in achieving the yearly target, schools were required to design and implement a strategic attendance plan that identified and addressed potential factors inhibiting students from coming to school. Identifying potential hindrances to student attendance may extend the current research (Glatthorn & Joyner, 2005) and be useful to school administrators, teachers, and district leaders in the effort to improve a
school’s attendance rate.
A quantitative study conducted by Stanca (2006) described the effect student attendance had on students’ academic performance. Statistically, student attendance had a significant impact on student learning. Although several studies have been conducted on the importance
parents/guardians had on student attendance, little research has occurred that has identified the effects parents’/guardians’ knowledge levels may have on student attendance (Epstein &
Sheldon, 2002, p. 308). A study that seeks to identify potential parental factors that may hinder student attendance might provide useful data to school district leaders striving to improve attendance.
Statement of the Problem
Overton (a fictitious name used to preserve confidentiality), an inner-city, high poverty (96%), high minority (92%) school in the Portland Public School District, had maintained a relatively constant attendance rate over the past years: 93.3% in 2003, 94.7% in 2004, 94.2% in 2005, 93% in 2006, 93.8% in 2007, and 94.3% in 2008 (Portland Public School’s website). In 2008, in addition to being a high poverty school, Overton saw an increase in enrollment of families speaking Spanish (25%). Both the increase in students from high poverty homes and the increase in students from Spanish-speaking families were due to the opening of a neighboring low-income housing development.
The problem was that in order for the school to reach the mandated 95% attendance rate by 2010, efforts must be made to identify potential hindrances to student attendance. The current quantitative, descriptive research study, using a Likert-type survey created specifically for this study, sought to examine potential parental factors that might hinder student attendance by gathering data on the knowledge levels of parents/guardians of the students at an inner-city, high poverty, high minority school in Portland, Oregon. The data was used to seek frequencies and trends between the dependent and the independent variables that may help identify potential parental factors that may hinder student attendance, thus impacting the school’s annual attendance rate.
Purpose of the Study
This quantitative, descriptive study, using a cross-sectional, Likert-type survey, created specifically for this study, strove to examine potential parental factors that may hinder student attendance by gathering data on the parental knowledge levels on the dependent variables:
compulsory education attendance laws, the school’s attendance program, and relating student
attendance with achievement and the independent variables: gender, students’ grade level range, number of children attending the school, parents’/guardians’ age group range, highest level of education, employment status, and ethnicity, to determine frequencies and trends at an inner-city, high poverty, high minority, PreK-8th grade school in Portland, Oregon.
―Quantitative research is a type of educational research in which the researcher decides what to study; asks specific, narrow questions; collects quantifiable data from participants;
analyzes these numbers using statistics; and conducts the inquiry in an unbiased, objective manner‖ (Creswell, 2005). The purpose for the use of quantitative research is specific and can be measured through the use of survey instruments (Creswell, 2005). A quantitative research method is appropriate for this study because the researcher will determine what to study and administer the survey in an unbiased, objective manner (Creswell, 2005). The Likert-type survey created for this study, asked narrowly designed questions to gather information concerning parents/guardians knowledge levels on the specific topics.
The descriptive research design was used for this study. Descriptive research design focuses on current events (Salkind, 2006). Assessing parents’/guardians’ current knowledge levels as related to the independent variables, through the use of a survey may provide data on frequencies and trends in parental knowledge levels. The data may identify potential barriers to student attendance. The survey used in this study was made available to all parents/guardians of the school; therefore, the study did not have a control group.
Significance of the Study
All states in the United States have mandatory public school attendance laws, yet many school districts continue to cope with issues of poor student attendance. Stanca (2006) identified student attendance as a contributor to successful student achievement. A quantitative study by Jacobson (2005) indicated that when college students received an e-mail on the day after an absence from class, student attendance improved at the next class session. The study spoke to the impact that implementing specific intervention strategies into the school system had on
improving the attendance of the students who were involved in the study.
A study by Epstein and Sheldon (2002) found that ensuring that parents had ―clear information about the school attendance policies and understood the importance of attendance for student report card grades and classroom learning, more parents may convey messages to their children about the importance of school and good attendance‖ (p. 317). When parents felt connected to the school through personal contacts or through home-to-school communications, students came to school more regularly (Epstein & Sheldon, 2002; Norman, 2005). Epstein and Sheldon’s study demonstrated the need for school leaders to identify parental perceptions and knowledge levels of school policies as well as the connection between student attendance and achievement.
The information gathered from this study may add to the body of knowledge regarding the identification of potential parental factors that may hinder student attendance. Information was gained on the effect students’ grade level ranges (PreK-2, 3-5, 6-8), parents’/guardians’
gender, age group range, highest level of education, employment status, and ethnicity may have on parental knowledge levels of compulsory education laws, the school’s attendance program, or the relationship attendance has to achievement. The data might also provide ideas for potential
parental workshops or training. A school’s Leadership Team or Site Council may find the study data useful in the development of school-wide attendance programs that increase student attendance. The results from this study may present data that might stimulate topics for future research on hindrances parents/guardians encounter related to student attendance.
Significance to Leadership
The overarching significance of this research study was to provide information to school leaders, leadership teams, and site councils concerning potential parental factors that may be a hindrance to student attendance. The resulting data from this quantitative, descriptive study may be useful to school leaders of other inner-city, high poverty, or high minority schools when working with parents/guardians of students with high absentee issues. The data regarding parents’/guardians’ knowledge levels concerning attendance may be useful in developing meetings, workshops, trainings, and programs to improve school attendance. The information derived from the study may be a valuable resource for school administrators, teachers, district leaders, parents/guardians, educational journals, and educational funders as all strive to develop strategies to improve student attendance, and to meet the No Child Left Behind Act of 2001 mandates.
Nature of the Study
The study examined the knowledge levels of the parents’/guardians’ concerning the dependent variables: 1) compulsory education attendance laws, 2) Overton’s school-wide attendance program, and 3) relating student attendance with achievement. The results of the study could be useful in understanding the views of the larger population on the problem being studied (Creswell, 2008). The decision to use quantitative or qualitative research methods depended upon the type of data sought from the study, the size of the participant group, the data
collection instrument, and the method of data collection. Each research method has a specific manner in which data is collected as well as different ways the research is conducted.
Quantitative research produces numeric data that can be analyzed using statistics to seek trends or relationships between variables. The data is usually collected from a large group of participants. The data is collected in an ―unbiased, objective manner (Creswell, 2005, p. 39).
Qualitative research seeks to obtain the views and beliefs from the participants ―asks broad, general questions‖ (Creswell, 2005, p. 39). The data from qualitative research uses the words from the participants to generate themes. Usually a small group of participants are used in the study. The research is conducted in a ―subjective, biased manner‖ (Creswell, 2005, p. 39).
Quantitative research uses a predetermined instrument, such as surveys and tests to collect data.
Qualitative research collects data through protocols, which guide the proceedings of the study.
Quantitative research seeks to gather information that will indicate trends or relationships in the responses of the participants. Qualitative research explores a problem or phenomenon (Creswell, 2005).
The current research study examined potential parental factors that may hinder student attendance. A predetermined survey was offered to the parents/guardians at the school. The participants consisted of the parents/guardians who decided to participate in the study. The study did not have a control group, nor were participants placed into preset groups. The data was analyzed for trends and frequencies with numerical statistics generated. This study sought to determine parental knowledge levels, with topics limited to the dependent and independent variables. Acknowledging the differences in instrumentation, group size, data collection techniques, and desired outcome data, the quantitative research method was selected for this study.
A descriptive research design was used for this study. The study could have used either a descriptive or correlational design. A descriptive research design ―describes the characteristics of a population by directly examining samples of that population‖ (Glatthorn & Joyner, 2005, p.
101), whereas the correlational research design ―attempts to understand patterns of relationships around variables‖ (Glatthorn & Joyner, 2005, p. 101). A correlational research design is useful when the study has more than one independent variable. Information may be derived to predict if one or more variable has an effect on the dependent variable (Salkind, 2006, p. 191). A
descriptive research design produces data on percentages, frequencies, and averages (Glatthorn
& Joyner, 2005).
Both experimental and ex post facto research designs seek to identify a cause-effect relationship between the dependent and independent variables. The experimental design
develops a sampling of participants randomly assigned into groups, usually with a control group and an experimental group. This current research study sought to examine parental knowledge levels to ascertain frequencies and trends. The survey was administered to all parents without a control group being established, therefore, the descriptive research design seemed appropriate.
A survey was used in this study, as a quantitative study provides data regarding trends in the attitudes, beliefs, and opinions of the population in the study (Creswell, 2008). Since the survey was administered during a time constricted event, using a survey provided information to the researcher in a short amount of time. The questions contained within the survey were selected to provide data on parental factors that might hinder student attendance. A survey was useful for this study because the participants were able to complete the survey individually and within a short period. Some of the participants received the survey through the United States Postal
Service. Using an easy to complete survey may increase the likelihood participants would complete and return the survey.
The quantitative data for this study was collected through a Likert-type scaled survey developed specifically for the study. The Likert-type scaled survey is an effective and efficient tool to measure a wide range of varied responses (Hartley & Maclean, 2006). All parents of the students attending Overton School had the opportunity to complete the survey to provide specific information on the dependent variables. The data was analyzed using the following independent variables: 1) students’ grade level ranges (PreK-2, 3-5, 6-8), 2) number of children attending the school, 3) parents’/guardians’ gender, 4) parents’/guardians’ age group range, 5) highest level of education, 6) employment status, and 7) ethnicity. Family income level was not gathered as the school’s poverty level had been established as 96% by the school district. Poverty level was considered a control variable.
The survey was made available to all parents/guardians of the students who attended a family event. The survey was presented, explained, and made available to all parents in attendance. Parents/guardians were required to sign an Informed Consent Form to ensure
understanding of the purpose for the study and the respondents’ right to withdraw from the study.
A Spanish version of the survey plus translators was provided for Spanish-speaking
parents/guardians who attend the family event to ensure that they understood the survey and their right to withdraw from the study. The Informed Consent Form and the Survey Cover Letter were translated into Spanish for the Spanish-speaking parents/guardians.
An additional attempt was made through the United States Postal Service to contact parents/guardians who may not have attended the family event. A Survey Cover Letter and the Informed Consent Form accompanied the surveys mailed to the parents/guardians. The Survey
Cover Letter and the Informed Consent Form were translated into Spanish for the Spanish-speaking parents/guardians. Although several opportunities were made to gather the information of all parents/guardians at the school, the potential existed that some of the parents/guardians would decide not to participate in the survey. The sample for the study consisted of the parents/guardians who completed and returned the survey.
Care was taken to ensure the confidentiality of the survey data. All participants and the Spanish interpreters were required to complete an Informed Consent Form. The Spanish interpreters were advised of the importance of confidentiality to ensure that the privacy of the Spanish-speaking parents/guardians was protected. The surveys were kept in a locked file for
Care was taken to ensure the confidentiality of the survey data. All participants and the Spanish interpreters were required to complete an Informed Consent Form. The Spanish interpreters were advised of the importance of confidentiality to ensure that the privacy of the Spanish-speaking parents/guardians was protected. The surveys were kept in a locked file for