ERIC Number: ED393184
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Understanding Truancy: Links between Attendance, Truancy and Performance. SCRE Research Report Series.
Malcolm, Heather; And Others
This document presents findings of a 9-month study conducted by the Scottish Council for Research in Education (SCRE) that explores: the statistical relationships among attendance, truancy, and student performance in examinations; the impact of truancy on students, teachers, and teaching; and factors of truancy in seven primary and seven secondary schools in two local authority areas. Data were gathered through interviews with 7 primary and 7 secondary headteachers, 14 primary teachers, and 28 secondary teachers; questionnaires administered to 299 primary students and 76 secondary students; followup interviews with 8 secondary students; telephone interviews with 18 parents; and analysis of attendance records and grade reports. In every school but one, pupil absences were more likely to be "explained" than "unexplained." During the first two terms of 1993-94 at least 89 percent of pupils in each school registered some explained absence. As the level of absence increased among fourth-year secondary students, the level of grade award decreased; however, there was considerable variation among schools. Explained absence and unexplained absence had comparable effects on attainment. Secondary-school truants reported that they skipped school because they were bored with school and would rather be earning money at work. A total of 17 tables, 2 figures, and the evaluation instruments are included. (LMI)
Descriptors: Academic Achievement, Attendance, Attendance Patterns, Elementary Secondary Education, Foreign Countries, Parent Attitudes, Performance, Student Attitudes, Teacher Attitudes, Truancy
Scottish Council for Research in Education, 15 St. John Street, Edinburgh EH8 8JR, Scotland, United Kingdom (10 British pounds; 2.50 pounds postage outside United Kingdom).
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Scottish Council for Research in Education, Edinburgh.
Identifiers - Location: United Kingdom (Scotland)