Linking Getting to School with Going to School

Autor/in	Gottfried, Michael A.
Titel	Linking Getting to School with Going to School
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 4, S.571-592 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373717699472
Schlagwörter	Student Transportation; School Buses; Attendance Patterns; Kindergarten; Longitudinal Studies; Surveys; Children; Correlation; Data Analysis; Family Characteristics; Urban Schools; Rural Schools; Regression (Statistics); Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Schulbus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder; Korrelation; Auswertung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Regression; Regressionsanalyse
Abstract	Researchers, policymakers, and practitioners have recently aligned efforts to reduce school absenteeism, particularly during kindergarten when excessive absences are highest out of all elementary grades. Little is known, however, about whether the way in which students get to school might influence if they go to school. To address this gap, this study was the first to address the role of school bus-taking on reducing school absences. Using a national large-scale dataset of children (the Early Childhood Longitudinal Study-Kindergarten Class of 2010-2011), the findings suggest that children who took the school bus to kindergarten had fewer absent days over the school year and were less likely to be chronically absent compared with children who commuted to school in any other way. Given that many districts are considering cutting or restricting bus services, this study brings to question whether doing so might limit the resources upon which families rely to ensure their children attend school each day. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01