Chronic Early Absence: What States Can Do

Autor/inn/en	Chang, Hedy N.; Russell-Tucker, Charlene M.; Sullivan, Kari
Titel	Chronic Early Absence: What States Can Do
Quelle	In: Phi Delta Kappan, 98 (2016) 2, S.22-27 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721716671901
Schlagwörter	Attendance Patterns; Elementary School Students; School Districts; State Government; Government Role; Intervention; School Community Relationship; Faculty Development; Teamwork; Parent Participation; Home Visits; Consciousness Raising; Data Collection; Capacity Building; Accountability; Connecticut + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Bund-Länder-Beziehung; Elternmitwirkung; Hausbesuch; Bewusstseinsbildung; Data capture; Datensammlung; Verantwortung
Abstract	When troubling attendance data in New Britain, Conn., caught district leaders by surprise, they reconsidered their focus on truancy in the older grades and turned their attention on their elementary schools. With support from local philanthropy and assistance from Attendance Works, the district significantly reduced the incidence of chronic absence--especially for younger learners. With the advent of the Every Student Succeeds Act and its requirement to report on chronic absence, states can play an important role in supporting this work. States are well-positioned to reduce chronic absence by building awareness of the issue, using data to promote action, cultivating champions to build a state-level infrastructure, building capacity, identifying and leveraging bright spots, and fostering accountability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01