Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2021
Committee Chair or Co-Chairs
Virginia Foley
Committee Members
John Boyd, Heather Moore
Abstract
The purpose of this quantitative, non-experimental study was to explore a possible relationship between the number of students in grades 9-12 classified as chronically absent and the inclusion of the Chronically Out of School indicator in Tennessee’s accountability model for schools and school districts. Using publicly available data from the Tennessee Department of Education, the research study examined 6 years of data from the 2014-2015 to 2019-2020 school years. Data were divided into 3 years before and 3 years after implementation.
Results of the study indicated that the mean number of chronically absent students in grades 9-12 were significantly lower during the 3 years after implementation of the Chronically Out of School indicator. Data was further disaggregated and analyzed based on the following subgroups: Black/Hispanic/Native American, Economically Disadvantaged, and Students with Disabilities. Results indicated a significant difference in the number of chronically absent Black/Hispanic/Native American subgroup after implementation, but there were no significant differences found in the Economically Disadvantaged and Students with Disabilities subgroups. In addition to a summary of the research findings, implications, and recommendations for future research and current practice are discussed.
Document Type
Dissertation - unrestricted
Recommended Citation
Campbell, Heidi, "School Accountability and Chronic Absenteeism in the State of Tennessee" (2021). Electronic Theses and Dissertations. Paper 3981. https://dc.etsu.edu/etd/3981
Copyright
Copyright by the authors.