ERIC Number: ED220559
Record Type: RIE
Publication Date: 1982-Mar-15
Reference Count: 0
A Study of Attendance Issues in a Desegregating School District.
Zafirau, S. James
Attendance rates and selected academic and school climate indicators in 39 secondary schools in Cleveland, Ohio, were studied by ranking and grouping the schools into the top third, the middle third, and the lowest third, based on attendance rates. Compared to the group of schools with highest attendance rates, the schools composing the lowest group had significantly greater: suspension rates; percent of total F grades in English, mathematics, science, and social studies; non-promotion rates for black students; and student poverty rates. Schools in the top groups had significantly higher school-wide average reading comprehension scores. Although the differences were not statistically significant, the top group (compared to the lowest group) had lower: non-promotion rates for whites; minority-to-white reading comprehension score disparities; suspension rates; teacher absenteeism rates; and corporal punishment rates. Multiple regression analysis using the school indices as predictors of a school's average daily attendance indicated that academic indicators (those relating to achievement) are more powerful predictors than non-academic or school process indicators (teacher absenteeism, student suspension, racial composition, and poverty level). The findings suggest that the attendance problem will not be fundamentally remedied until actual academic performance is improved. (Author/MJL)
Descriptors: Academic Achievement, Academic Failure, Average Daily Attendance, Corporal Punishment, Grade Repetition, Minority Groups, Multiple Regression Analysis, Predictor Variables, Racial Composition, Reading Comprehension, Secondary Education, Socioeconomic Status, Suspension, Teacher Attendance, Whites
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: N/A
Note: Some tables marginally legible.