Degree Name

EdD (Doctor of Education)


Educational Leadership

Date of Award


Committee Chair or Co-Chairs

Virginia Foley

Committee Members

John Boyd, Heather Moore


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


Copyright by the authors.

Included in

Education Commons