School Organizational Effectiveness and Chronic Absenteeism: Implications for Accountability. Issue 1 (3rd April 2018)

• Record Type: Journal Article
• Authors: Lenhoff, Sarah Winchell; Pogodzinski, Ben
• Is Part Of: Journal of education for students placed at risk. Volume 23:Issue 1/2(2018)
• Page Start: 153
• Page End: 169
• Publication Date: 2018-04-03
• Subjects: Children with social disabilities -- Education -- United States -- Periodicals; 371.82694
• DOI: 10.1080/10824669.2018.1434656
• Languages: English
• ISSNs: 1082-4669

Abstract

ABSTRACT: Chronic absenteeism in K-12 schools is strongly associated with critical educational outcomes such as student achievement and graduation. Yet, the causes of chronic absenteeism are complex, with environmental, family/individual, and school factors all affecting the likelihood of a student attending school regularly. This exploratory study examines whether school organizational effectiveness has the potential to moderate external influences on chronic absenteeism. Using school-level scores from the 5Essentials surveys, we find that, in traditional public schools, schools that are organized for effectiveness have lower rates of chronic absenteeism, while controlling for student demographics and grade level. In particular, schools with higher scores for "involved families" have lower chronic absenteeism. While charter schools in Detroit have significantly lower rates of chronic absenteeism than traditional public schools, we did not find an association between organizational effectiveness and chronic absenteeism in charter schools. This suggests that student sorting by school type may produce variation in chronic absenteeism rates that is not moderated by school actions. These findings have important implications for practice and policy, as educators seek to reduce chronic absenteeism in response to pressures from high-stakes accountability systems.