Thematische Bibliographien / School attendance

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „School attendance“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "School attendance"

1

O'Connor, Mike. „The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools“. Australian and International Journal of Rural Education 31, Nr. 1 (24.03.2021): 58–75. http://dx.doi.org/10.47381/aijre.v31i1.289.

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This article analyses the impact of three demographic factors on student attendance 0ver a three-year population level statistical analysis of student attendance rates in Queensland (Australia) state secondary schools. Whole school attendance rates were mapped against the demographic factors of schools’ Index of Community Socio-Educational Advantage (ICSEA) values, proportion of Indigenous students within the school, and school population size as independent variables to identify which schools recorded the highest student attendance as measured by proportion of students with more than 95 per cent average attendance across the years 2014-2016. The geographic and demographic profile of these schools were then assessed to guide direction for future research. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance rates against both study sample schools and state benchmarks. It is evident that several schools have successfully navigated what might be considered challenging school demography to attain higher than average attendance rates. Despite the age of this data, no significant system-wide attendance improvement is presently evident, and the same conditions of challenge remain for schools. The findings suggest a need for a more forensic approach to analysis of school climate and culture to determine factors contributing to student attendance. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables, challenging long held assumptions that low socio-economic status and high proportion of indigeneity are significant causal factors for low rates of school attendance. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance outcomes against both study sample schools and state benchmarks. It is concluded that rather than relying on traditional stereotypes of school demography influencing perception of student attendance patterns, educators must adopt a more forensic approach to analysis of their school climate and culture to determine contributing factors to student attendance excellence. ICSEA is a scale that applies a numerical value to schools in Australia determined by the level of educational advantage experienced by students in the school. ICSEA considers parental occupations, parental level of education, school geographical location and the proportion of indigenous students in the school. An ICSEA of 1000 is the average benchmark value (ACARA, 2014)
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HIDA, Daijiro. „School Non-Attendance“. Journal of Educational Sociology 68 (2001): 25–43. http://dx.doi.org/10.11151/eds1951.68.25.

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Steward, Robbie J., Astin Devine Steward, Jonathan Blair, Hanik Jo und Martin F. Hill. „School Attendance Revisited“. Urban Education 43, Nr. 5 (September 2008): 519–36. http://dx.doi.org/10.1177/0042085907311807.

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4

Stephenson, Jo. „Monitoring school attendance“. Children and Young People Now 2022, Nr. 4 (02.04.2022): 38–39. http://dx.doi.org/10.12968/cypn.2022.4.38.

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Latest figures suggest that one in five pupils in England are persistently missing class, prompting Ofsted and the government to look at more support for schools struggling with the issue, reports Jo Stephenson
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Oldershaw, Richard. „Managing school attendance“. Children and Young People Now 2022, Nr. 6 (02.06.2022): 43. http://dx.doi.org/10.12968/cypn.2022.6.43.

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Richard Oldershaw, lead adviser at Coram's Child Law Advice Service, explains how schools and councils should monitor pupil attendance and home education arrangements and what to do when problems arise
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Bond, Caroline, Catherine Kelly, Cathy Atkinson und Anthea Gulliford. „School non-attendance“. Educational and Child Psychology 41, Nr. 1 (01.07.2024): 5–8. http://dx.doi.org/10.53841/bpsecp.2024.41.1.5.

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7

Carroll, H. C. M. „School Effectiveness and School Attendance“. School Effectiveness and School Improvement 3, Nr. 4 (Januar 1992): 258–71. http://dx.doi.org/10.1080/0924345920030403.

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Mann, Manpreet, und Dazy Zarabi. „EFFECT OF ATTENDANCE ON THE ACADEMIC ACHIEVEMENT OF GIRLS AND BOYS IN SELECTED SCHOOLS OF CHANDIGARH“. SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 10, Nr. 73 (01.09.2022): 17790–94. http://dx.doi.org/10.21922/srjis.v10i73.11686.

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Schools play an important role in development of children and regular attendance in school helps in academic achievement, well being, self-esteem of children. This research studied 242 students for their academic achievement and their attendance in school. The results show that attendance in school is positively correlated with academic achievement. Key words: School attendance, academic achievement, School going adolescents. Schools play an important role in overall development of children and adolescents. Schools have been sites for resilience oriented programming because of the easy access they provide to youth and are the link between academic success, school engagement and other child development goals like well-being, self-esteem and self-efficacy (Ungar et al 2004). Research shows that attendance in school is an important factor in student achievement. Attendance in classrooms and in schools ensures continuity in the students learning process. When a student is absent from class whether unexcused or excused, it has an adverse effect on their academic performance and academic achievement. To understand the correlation between academic achievement and attendance, a study was carried out on school-enrolled adolescent girls and boys in schools across Chandigarh.
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Khan, Muhammad Jehangir. „School Quality and Parental Schooling Decisions for Their Children: Public and Private Schools in Rural Pakistan“. Pakistan Development Review 58, Nr. 2 (01.06.2019): 177–202. http://dx.doi.org/10.30541/v58i2pp.177-202.

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This study uses the Pakistan Rural Household Survey 2004-5 (PRHS), a rich set of households and school data, to examine parents’ schooling decision in rural Pakistan. Nested logit regressions are used to quantify the determinants of child school attendance. The analysis confirms that the greater the number of schools (public or private) in the local communities the higher is the attendance. Lower school attendance of boys seems to be the outcome of lower school quality more than it is for girls. A marginal increase in school quality correlates with increased school attendance in government schools more than in private schools. Nearly all school quality variables including control for number of schools in a community stand insignificant for girls. This shows that other factors might be of more importance than school quality of local schools for girl’s low attendance in rural Pakistan. Besides, parental education, especially mother’s education, and household income have strong positive impact on child school attendance. The greater the number of children in the household the lower is the child school attendance. Credit constraint seems not to be problematic as the estimated effect is statistically insignificant. The size of landholding seems to be important only in the case of girls schooling. JEL Classification: I21, I25, D13, C25 Keywords: Demand for Schooling, Public Education, Private Education, Pakistan
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Richards, Meredith P., und Kori J. Stroub. „An Accident of Geography? Assessing the Gerrymandering of School Attendance Zones“. Teachers College Record: The Voice of Scholarship in Education 117, Nr. 7 (Juli 2015): 1–32. http://dx.doi.org/10.1177/016146811511700701.

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Context Despite the recent emphasis on public school choice, more than four-fifths of public school students still attend the traditional school to which they are assigned (NCES CCD, 2013), making attendance zone boundaries critical and fercely contested determinants of educational opportunity. Historical and anecdotal evidence suggests that attendance zone boundaries are not “accidents of geography,” but have been “gerrymandered” into irregular shapes in ways that alter patterns of student attendance. However, no empirical evidence has directly examined the issue of attendance zone gerrymandering. Purpose of Study Drawing on the literature on electoral gerrymandering, we outline a framework for conceptualizing and measuring educational gerrymandering. Using geospatial techniques, we then provide initial empirical evidence on the gerrymandering of school attendance zones and the variation in gerrymandering across geographic and demographic contexts. Research Design We analyze the boundaries of a large national sample of 23,945 school attendance zones obtained from the School Attendance Boundary Information System (SABINS). For each attendance zone, we compute complementary measures assessing two dimensions of gerrymandering: (1) dispersion, or the elongation of the area of a boundary; and (2) indentation, or the irregularity of the perimeter of a boundary. Results Overall, we find that attendance zones are highly gerrymandered—nearly as much as legislative districts—and are becoming more gerrymandered over time. Findings underscore the racial and, to a lesser extent, socioeconomic character of gerrymandering, which is particularly acute in Whiter and more affluent schools and in areas experiencing rapid racial change. Conclusions The gerrymandering of school attendance zones has significant implications for students and schools. Gerrymandering alters patterns of attendance and, thereby, student access to educational opportunity and resources, by “zoning out” certain students living closer to schools while “zoning in” others living farther away. Gerrymandered boundaries also hold the potential to significantly alter the racial and ethnic composition of schools and may serve as a mechanism of segregation. In addition, gerrymandered attendance zones are inherently inefficient and may impose additional transportation costs on students and districts. We conclude with implications for state and federal policy.
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Dissertationen zum Thema "School attendance"

1

Cosme, Marilyn. „What impact does an attendance incentive program have on student attendance? /“. Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Khan, Muhammad Jehangir. „Improving school attendance by raising school quality“. Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/47546/.

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Using a two generational model of investment in education, this thesis shows that school quality enhancement is very highly valued by the average rural Pakistani family, and by those below the official poverty line. Corollaries are that quality enhancement will be an effective policy for boosting school attendance and that subsistence poverty is not a major reason for keeping children out of school. The empirical strategy is to demonstrate (chapter 4) that school quality variables influence perceived child cognitive achievement. Parental perceptions are critical rather than objective performance (if they diverge) because it is parents that decide whether their children should attend school. These results provide support for the finding in the following chapter (5) that some school quality variables also significantly influence school attendance. Note that the empirical focus of this study is on the more important attendance rather than the commonly discussed school enrolment. The data source, the 2004-5 Pakistan Rural Household Survey, PRHS-II, is the only one currently available for Pakistan that makes available a multitude of school quality measures. Identification in the empirical models of school attendance and cognitive achievement is achieved first by establishing and utilising a distinctive feature of the Pakistani environment; the arbitrary and random allocation of resources to state schools economy and society. The quality variable library is confirmed exogenous with the only instrument in the data set suitable on grounds of relevance (correlation with library), community population. If school resources were adjusted to school need, school attendance would not influence the staff-student ratio. But instrumenting this ratio changes its sign in the predicted fashion. For cognitive achievement, cmp (conditional (recursive) mixed process estimator) (Roodman 2009) is implemented to endogenise staff-student ratio in ordered probit models. Since we have either controlled for endogeneity or established the exogeneity of the quality measures in the attendance and cognitive achievement equations, we can be confident that the parameter estimates correctly capture the impact of school quality variables. The possibility that other variables, not instrumented in the school attendance or cognitive achievement equations, are endogenous does not bias these estimates. Nor does including a range of extra community characteristics in the school attendance and cognitive achievement equations affect the school quality parameter values estimated. School quality measures must be measured at the community/village level to capture the options for school non-attenders. This reduces the precision with which the standard errors can be estimated. Normally it is appropriate to cluster standard errors at the village level, and these results are presented. Judging by parental assessment of child performance, in rural Pakistan private schools achieve better outcomes than state schools. Despite comparatively low private school fees, the average rural household with three children is unable to afford to send their children to private schools. Simply expanding private schooling provision then is not a solution to the currently poor education available to these households. In any event such expansion is not without its problems because there are typically arbitrary political or regulatory barriers to establishing private schools. Therefore this thesis suggest that improving (perceived) state school quality may be the most effective strategy for improving human capital in rural Pakistan.
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Meredew, Victoria. „Perceived control and school attendance“. Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/perceived-control-and-school-attendance(1d33d2ef-f07c-45d6-af17-3d30acfa7fba).html.

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This research explores the link between pupils’ perceived control and their level of attendance in school. Whilst there is research into the link between perceived control and disaffection in pupils it has not been possible to identify any research which links school non-attendance to perceived control. Research into pupils’ reasons for non-attendance identified a range of different factors, many of which the author felt could be attributed to perceived control. Forty-one participants took part in the study. Participants were male and female year nine pupils at two secondary schools in the north west of England. Participants were grouped according to their levels of attendance as high (98%+) attenders, mid-range attenders (90-94%) and low (below 80%) levels of attendance. Participants’ levels of perceived control were measured using the Multi-dimensional Measure of Children’s Perceptions of Control (MMCPC) (Connell 1985). This research also explored the pupils’ experiences of school using appreciative inquiry. Responses on the MMCPC were analysed using a one way ANOVA and descriptive statistics. No significant differences were found between scores for each of the attendance groups and the reasons for this are discussed. Thematic analysis of focus groups with an appreciative inquiry structure identified key themes raised by pupils in regard to positive experiences in school. The findings for both parts of the research are discussed and suggestions for the implications for future research and the practice of teachers and educational psychologists supporting attendance in school are made.
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Wiehe, Jennifer Nelson. „Skipping school : an exploratory study of truancy /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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5

Jeter, DeWayne. „Home and school factors associated with high school truancy in a southeastern Virginia urban school district“. Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39923.

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The purpose of the study was to identify which additional factors that have been related to truancy are perceived by chronic truant students; additionally, the researcher wanted to know how demographic differences among chronic truant students (i.e., gender, socio-economic status, parental education, and their own education aspirations) related to these attitudes. The research questions were: (1) What are chronic truant students' perceptions of student participation in school activities? (2) What are chronic truant students' perceptions of school curriculum? (3) What are chronic truant students' perceptions of relationships with counse1ors? ( 4 ) What are chronic truant students' perceptions of relationships with teachers? (5) What are chronic truant students' perceptions with administrators (6) What are chronic truant students' perceptions of family education expectations and goals? (7) What are chronic truant students' perceptions of parental involvement?
Ed. D.
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Gingras, Kara. „Attendence patterns a comparative look at a public and alternative high school in Chippewa County /“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999gingrask.pdf.

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McDonagh, Holly Piligian. „A study of the relationship of credits with attendance in continuation education“. CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/324.

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Hodder, Catherine. „Demography of nineteenth century New Zealand education gender and regional differences in school retention /“. The University of Waikato, 2006. http://hdl.handle.net/10289/2226.

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Abstract This thesis examines the progress of pupils through New Zealand schools in the last two decades of the nineteenth century and the first decade of the twentieth century. The purpose of this study was to apply demographic techniques to primary historical education data to enable the progress of pupils to be quantified and to allow comparisons to be made among different Education Districts and longitudinally over a period of some three decades. The present work applies demographic methods using cohort and period analyses to overcome difficulties in direct comparisons of historical education data because of differences in population structure and differing examination pass rates in various Education Districts. This approach allows the determination of retention rates of pupils both by age and by level from Standard 4 to Standard 6 using primary data from the nineteenth century. In addition, gender differences in retention by age are analysed from the 1880s to the end of the first decade of the twentieth century. Previous published work considered school attendance only in general terms and usually on a national basis, but generally without analysing specific educational data on gender differences. Studies prior to the present work have suggested that in the nineteenth century Education Districts differed in school enrolments (Hodder, 1996) and it is thus likely that there were differences in school retention of pupils between various Education Districts. Pilot research to the present work developed demographic methods for studying retention of pupil populations allowing for changes in the number and structure of the pupils populations over time (Hodder, 2005). These pilot methods are applied in the present research to study pupil retention in all thirteen Education Districts over the approximately 30 years from the 1880s. In addition to age and level cohorts, gender differences are analysed. Direct comparisons among all Education Districts and over time are now possible. This study has used a novel approach to the analysis of historical education data. The results enable comparisons to be made among all thirteen Education Districts and across several decades; such comparisons have not previously been possible and will facilitate future research on the possible factors affecting pupil retention particularly in relation to employment opportunities for school leavers and differences according to gender. __________ Hodder, C. (1996). Cambridge District High School and its community, 1880 - 1888. Unpublished Master of Arts thesis, Department of Education Studies, University of Waikato, Hamilton, New Zealand. Hodder, C. (2005). Old data, new methods: the use of demographic methods to study historical education data. Unpublished Directed Study, Department of Societies and Cultures, University of Waikato, Hamilton, New Zealand.
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Forniss, Jill. „Truancy and the Georgia compulsory school attendance law“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/223.

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Truancy has become a major problem for many schools in the United States. Many states have adopted truancy laws and programs to help combat this growing problem. The purpose of this study is to examine the impact of two interventions used to address attendance problems and to assess their effectiveness among elementary school truants. The sample population was taken from the System Administration Student Information (SASI) report of three elementary schools in the Atlanta Public School System. SASI reports from the 2002-2003 school year were compared to the SASI report of the 2003-2004 school year. The hypothesis that notifying parents of students with truancy during the 2002-2003 academic year, along with sending them a copy of the Georgia Compulsory Attendance Law, will have a positive effect on truant behaviors and attendance patterns during the 2003-2004 school year was supported by the findings.
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Taylor, Howard. „Child work and school attendance in urban India“. Thesis, SOAS, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299990.

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Bücher zum Thema "School attendance"

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Eric, Blyth, und Milner Judith senior lecturer, Hrsg. Improving school attendance. London: Routledge, 1999.

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Great Britain. Department of Education and Science. Inspectorate of Schools., Hrsg. Attendance at school. London: Department of Education and Science, 1989.

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Association, Christian Law, Hrsg. Compulsory school attendance laws. Seminole, FL (P.O. Box 4010, Seminole 33775-4010): Christian Law Association, 1997.

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Ireland. Department of Education. School attendance/truancy report. [Dublin]: [Stationery Office], 1994.

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Northern Ireland. Comptroller and Auditor General. Improving pupil attendance at school: Report. Belfast: Stationery Office, 2005.

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Center, California Crime Prevention, und California District Attorneys Association, Hrsg. SARB, School Attendance Review Board. [Sacramento, Calif.]: The Center, 1985.

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Canada, Statistics, Hrsg. Educational attainment and school attendance. Ottawa: Statistics Canada = Statistique Canada, 1993.

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Whitney, Ben. A guide to school attendance. London : New York, NY: Routledge, 2008.

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Whitney, Ben. A guide to school attendance. London : New York, NY: Routledge, 2008.

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Great Britain. Department for Education and Employment., Hrsg. School attendance: Information for parents. [U.K.]: Department for Education and Employment, 1995.

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Buchteile zum Thema "School attendance"

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Kearney, Christopher A., und Cheryl A. Tillotson. „School Attendance“. In Issues in Clinical Child Psychology, 143–61. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5323-6_8.

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Willms, J. Douglas. „School Attendance“. In Encyclopedia of Quality of Life and Well-Being Research, 5685–87. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2596.

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3

Willms, J. Douglas. „School Attendance“. In Encyclopedia of Quality of Life and Well-Being Research, 6150–52. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_2596.

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4

Butty, Jo-Anne Manswell, Velma LaPoint, Cheryl Danzy und Charlynn Small. „Attendance“. In Encyclopedia of Cross-Cultural School Psychology, 131–32. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_33.

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Allen, Mark. „Attendance“. In Leading Inclusion in a Secondary School, 93–106. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003140924-7.

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Chun, Julia, Tyler Tingley und William Lidwell. „Attendance“. In The Elements of Education for School Leaders, 6–7. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-3.

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Carlow, Helen. „School Attendance Problems“. In Child and Adolescent Mental Health, 374–81. 3. Aufl. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-56.

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8

Kerfoot, Michael, und Alan Butler. „School Attendance Problems“. In Problems of Childhood and Adolescence, 71–88. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19311-0_7.

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Berta, Steve, Howard Blonsky und James Wogan. „School Attendance Review Team (SART)“. In Developing Your School's Student Support Teams, 51–68. New York: Eye on Education, 2022. http://dx.doi.org/10.4324/9781003240266-4.

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Berg, Ian, Imogen Brown und Roy Hullin. „Features of Severe School Attendance Problems“. In Research in Criminology, 90–99. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3888-1_8.

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Konferenzberichte zum Thema "School attendance"

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Pugnerová, Michaela. „Intellectual And School Status Of Pupils At Compulsory Schools Attendance“. In 6th icCSBs October 2017 The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.11.2.

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Holzman, Brian. „Impact of Newcomer School Enrollment on School Attendance and High School Dropout“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691107.

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„THE TEACHING OF AUDITING: FROM SCHOOL ATTENDANCE TO VIRTUAL SCHOOL“. In 1st International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0001236805370546.

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McNeely, Clea. „"Unexcused!" School Attendance Practices and the School-to-Prison Pipeline“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893172.

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Sawall, Emily, Amber Honnef, Mohamed Mohamed, Ali Abdullah S. AlQahtani und Thamraa Alshayeb. „COVID-19 Zero-Interaction School Attendance System“. In 2021 IEEE International IOT, Electronics and Mechatronics Conference (IEMTRONICS). IEEE, 2021. http://dx.doi.org/10.1109/iemtronics52119.2021.9422614.

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Cue, Zachary. „Understanding African American High School Students’ Attendance Patterns“. In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2114835.

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Cue, Zachary. „Understanding African American High School Students’ Attendance Patterns“. In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2114835.

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Rufino Ajiki, Luyara, Munir Souza dos Santos und Luiz Fernando Delboni Lomba. „Aplicação Mobile para Automatização do Registro de Presença de Estudantes“. In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p564-567.

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Since attendance monitoring and recording plays a key role in the school environment, especially regarding the duties of students and guardians, the purpose of this paper was to develop a mobile application to automate student attendance recording using Near Field Communication technology. (NFC). Students record their presence by approaching an NFC tag (present on ID badges) from a teacher’s mobile device, which receives identification data from the students present. This verification method is an additional option for making calls and enables recorded data to be exported and used in the school’s academic system.
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Mahfouz, Khaled, S. Mohammad Rameshi, Mohanad Rafat, Mahmoud Elsayed, Mohmmed Sheikh und Hasan Zidan. „Route Mapping and Biometric Attendance System in School Buses“. In 2020 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2020. http://dx.doi.org/10.1109/aset48392.2020.9118199.

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10

Ervasti, Mari, Minna Isomursu und Marianne Kinnula. „Experiences from NFC Supported School Attendance Supervision for Children“. In 2009 Third International Conference on Mobile Ubiquitous Computing, Systems, Services and Technologies (UBICOMM). IEEE, 2009. http://dx.doi.org/10.1109/ubicomm.2009.9.

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Berichte der Organisationen zum Thema "School attendance"

1

Nechyba, Thomas. Centralization, Fiscal Federalism and Private School Attendance. Cambridge, MA: National Bureau of Economic Research, Juli 2001. http://dx.doi.org/10.3386/w8355.

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2

Zanoni, Wladimir, Paloma Acevedo und Diego Guerrero. Do Slum Upgrading Programs Impact School Attendance? Inter-American Development Bank, Oktober 2021. http://dx.doi.org/10.18235/0003710.

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This paper analyzes how slum upgrading programs impact elementary school childrens attendance in Uruguay. We take advantage of the eligibility rule that deems slums eligible for a SUP program if they have 40 or more dwelling units. Using a fuzzy regression discontinuity estimator, we find that students exposed to SUPs are 17 percent less likely to be at the 90th percentile of the yearly count of school absences. That effect appears to be driven by how SUPs impact girls. These interventions have effects that last for more than five years after their implementation. We discuss some critical urban and education policy implications of our findings.
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3

Schipper, Youdi, und Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), Dezember 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.
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4

Amin, Sajeda, und Gilda Sedgh. Incentive schemes for school attendance in rural Bangladesh. Population Council, 1998. http://dx.doi.org/10.31899/pgy6.1007.

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5

Angrist, Joshua, und Alan Krueger. Does Compulsory School Attendance Affect Schooling and Earnings? Cambridge, MA: National Bureau of Economic Research, Dezember 1990. http://dx.doi.org/10.3386/w3572.

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6

Eberts, Randall W., und Kevin Hollenbeck. Impact of Charter School Attendance on Student Achievement in Michigan. W.E. Upjohn Institute, April 2002. http://dx.doi.org/10.17848/wp02-80.

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7

Britton, Jack, Damon Clark und Ines Lee. Exploiting discontinuities in secondary school attendance to evaluate value added. The IFS, Juli 2023. http://dx.doi.org/10.1920/wp.ifs.2023.2423.

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8

Britton, Jack, Damon Clark und Ines Lee. Exploiting discontinuities in secondary school attendance to evaluate value added. The IFS, Juli 2023. http://dx.doi.org/10.1920/wp/ifs.2023.2523.

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9

Andrew Nute, Andrew Nute. How Does Clean Water Alter Rural Community Health and School Attendance? Experiment, März 2015. http://dx.doi.org/10.18258/4876.

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10

Bodenhorn, Howard. Urban Poverty, School Attendance, and Adolescent Labor Force Attachment: Some Historical Evidence. Cambridge, MA: National Bureau of Economic Research, Februar 2006. http://dx.doi.org/10.3386/w12043.

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