Chronic Absence in California: What New Dashboard Data Reveals about School Performance

Autor/inn/en	Gee, Kevin; Kim, Christopher
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Chronic Absence in California: What New Dashboard Data Reveals about School Performance
Quelle	(2019), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; School Districts; Public Schools; African American Students; American Indian Students; Educational Finance; Asian American Students; Hispanic American Students; Pacific Americans; Hawaiians; White Students; Multiracial Persons; English Language Learners; Foster Care; Homeless People; Low Income Students; Students with Disabilities; Rural Schools; Urban Schools; Suburban Schools; Academic Achievement; Alaska Natives; California + Suchen Sie Ihr Suchwort? Anwesenheit; School district; Schulbezirk; Public school; Öffentliche Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bildungsfonds; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Hawaianer; Mischling; Pflegehilfe; Homeless person; Homeless persons; Obdachloser; Disability; Disabilities; Behinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Schulleistung; Inuit; Kalifornien
Abstract	In this policy brief, we describe the chronic absence performance levels of California's districts, schools, and student groups using newly released data from California's School Dashboard. We also examine the role that chronic absence plays in determining differentiated assistance. For schools with very high chronic absence rates (above 20 percent), nearly two thirds reported increases while about a third reported declines from the previous year. Also, about 1 in 4 districts had African American as well as American Indian or Alaska Native student populations who were classified in the lowest performance level. Finally, a majority of districts that qualified for differentiated assistance did so due to chronic absence. Districts and schools should use the continuous improvement process to examine and evaluate the underlying reasons for their performance. (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01