Examining The Effects Of Student And Teacher Absence On Elementary Student Reading Proficiency

Abstract

Prior research indicates a relationship between chronic student absenteeism and chronic teacher absenteeism with regard to student achievement. However, those two potential predictors are rarely explored in the same study. In addition, building or district absence rates are often utilized instead of examining individual absences which can lead to an underestimation of the results. Using attachment theory to guide the conceptual framework and formulation of research questions, possible predictors of K-3 elementary student reading achievement were explored. The factors in this study included gender, ethnicity, socioeconomic status, student absence (both annual and cumulative), and teacher absence (both annual and cumulative). One-Way ANOVA results indicated that differing levels of teacher absence had no effect on spring reading scores at any grade level. Sequential regression analyses indicated that socioeconomic status was a significant predictor of reading scores at all grade levels and that cumulative student absences were a significant predictor of Iowa Assessment reading scores in third grade. The results of this study provide information on the connection among variables and suggestions on how to positively impact student attendance and performance, especially for students living in poverty.