The Relationship between Absences and Passing Tests for Students with and without Specific Learning Disabilities

Autor/inn/en	Locquiao, Jed; Abernathy, Tammy V.; Mesina, Olga L.; Liu, Leping
Titel	The Relationship between Absences and Passing Tests for Students with and without Specific Learning Disabilities
Quelle	In: Journal of Education for Students Placed at Risk, 26 (2021) 3, S.253-278 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Locquiao, Jed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2020.1854759
Schlagwörter	Attendance; Students with Disabilities; Learning Disabilities; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Elementary School Students; Middle School Students; Interaction; Individualized Education Programs; Academic Achievement; Criterion Referenced Tests; Correlation; Student Characteristics; Racial Differences; Ethnicity; Socioeconomic Status; Limited English Speaking + Suchen Sie Ihr Suchwort? Anwesenheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Interaktion; Individualized education program; Individualisierendes Lernen; Schulleistung; Korrelation; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status
Abstract	Abundant empirical research points to a significant number of students not going to school across the United States. Further yet, there exists strong research consensus that absenteeism predicts negative and persistent academic outcomes for students. LEAs and related stakeholders have rightly adopted measurement and intervention on student absenteeism as part of accountability efforts to ensure quality school instruction. But what has been missing from research and policy discourse is what absenteeism means in the context of students with disabilities. This study examined 49,629 cases comprised of 3rd-8th grade students with and without Individual Education Programs (IEPs) under the category of specific learning disabilities (SLDs). This study used logistic regression modeling to examine the interaction between IEP-SLD status and different levels of absenteeism on academic achievement as measured by passing or not passing criterion reference tests. Results support prior research that absenteeism negatively relates to achievement. Results however yielded inconclusive patterns on the interaction between IEP-SLD and absenteeism. Interaction results cannot generate inferences to a clear relationship, but yield cautionary lessons to inform related research that seeks to determine the relationship given institutional constraints, methodological aspirations, and legal mandate. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01