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Pub Date: |
2003-02-25 |
Pub Type(s): |
Reports - Research; Tests/Questionnaires |
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Descriptors:
Attendance Patterns; Attendance Records; Data Analysis; Data Collection; Educational Environment; Educational Improvement; Faculty Development; Field Studies; Instructional Leadership; Junior High Schools; Middle Schools; Staff Development; Teacher Effectiveness; Teacher Influence; Teacher Student Relationship
Abstract:
This paper reports on a field research project designed to provide staff members of one particular Texas middle school the knowledge and ability to affect student attendance. The purpose of the field research was to identify effective strategies, led by site-based management teams, to enhance student attendance. Data were collected from a review of the literature, observations of the leadership practices of the school's principal, a survey of students who had six or more absences, and a survey of teachers. (The observation instrument, called a "shadow chart," and the two survey instruments, along with the results of the surveys, are appended to the report.) The results from the student survey indicate that students missed school for many different reasons, all of which suggest the need for various strategies and approaches to correct the problem of absenteeism. The results from the teacher survey show that teachers have a high interest and enthusiasm in improving the attendance of their students, that school climate plays a vital role in improving student attendance, and that teachers were not aware of the most effective strategies for reducing student absences. (Contains 34 references.) (WFA)
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Pub Date: |
1997-08-00 |
Pub Type(s): |
Reports - Research |
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Descriptors:
Attendance Records; Compliance (Legal); Data Collection; Elementary Secondary Education; Enrollment; Information Management; Information Systems; Public Schools; Recordkeeping; Records (Forms); Records Management; Residence Requirements
Abstract:
The District of Columbia Public Schools (DCPS) is one of the largest public school districts in the United States. Since 1989-90, there have been questions about several aspects of DCPS's enrollment-count process. A valid enrollment-count process and an accurate count are critical to DCPS's district- and school-level planning, staffing, funding, and resource allocation. This report examines the enrollment-count process that DCPS used in school year 1996-97 to determine whether the process appeared sufficient to produce an accurate count. The report also examines enrollment-count processes used by some other urban school systems. Data were derived from a review of documents, interviews, and site visits to 15 DCPS elementary and secondary schools. Even though DCPS changed parts of its enrollment-count process during school year 1996-97, the process remains flawed. The changes have overlooked larger systemic issues, such as the lack of internal control, problems in the areas of residency verification, and inadequate tracking of students through the pupil-accounting system. Other school districts reported that they use centralized enrollment and pupil accounting centers and a variety of automated student-information-system edits and procedures. Finally, DCPS is not in compliance with the requirements of the recently enacted District of Columbia School Reform Act of 1995. The report concludes with a list of matters for Congressional consideration and a list of recommendations for the DCPS superintendent. One figure is included. Appendices contain methodological notes; prior criticisms and audits; and comments from DCPS, District of Columbia Financial Responsibility and Management Assistance Authority, and the U.S. Department of Education. (LMI)
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Pub Date: |
1997-00-00 |
Pub Type(s): |
Collected Works - Serials; Reports - Research |
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Descriptors:
Attendance; Attendance Patterns; Attendance Records; Foreign Countries; Influences; Postsecondary Education; Recordkeeping; Research Projects; Systems Approach; Technical Institutes; Vocational Education
Abstract:
The Further Education Development Agency conducted two research studies of issues related to recording student attendance and responding to student absence. In the first study, absenteeism in five further education (FE) colleges in Britain was examined to determine the main causes of student absenteeism and administrative systems/procedures to address the problem. The second study evaluated the systems used to record student attendance at eight FE colleges representing a broad geographical, size, and structural mix. The findings of both studies were analyzed, and the following conclusions/recommendations were formulated: (1) although electronic systems of recording attendance can underpin FE colleges' response to absenteeism, such systems are still in an early stage of development and must therefore be used with caution; (2) FE managers must produce a comprehensive strategic plan for dealing with student absence; (3) if an electronic monitoring system is chosen to monitor attendance, all staff should be involved at the procurement stage, staff should be trained in using the system, and the system should be reviewed/evaluated continuously (including by obtaining input from teachers and students); and (4) FE colleges should review the causes of absence and establish clear statements on attendance policy for staff and students. (MN)
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Author(s): |
N/A |
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Pub Date: |
1996-09-01 |
Pub Type(s): |
Guides - Non-Classroom; Legal/Legislative/Regulatory Materials |
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Descriptors:
Accountability; Attendance Patterns; Attendance Records; College Attendance; Community Colleges; Educational Policy; Enrollment Influences; Enrollment Trends; Foreign Students; Full Time Equivalency; In State Students; Out of State Students; Residence Requirements; School Schedules; State Legislation; Two Year Colleges
Abstract:
This report documents student attendance in California's community colleges. It begins by outlining the requirements for academic calendars as they relate to student attendance. It then defines who is admissible to community colleges in California and classifies all of the possible enrollment statuses one may take. The first chapter defines which courses and course activities may count toward the institutional student attendance records. Chapter 2 describes residency regulations and requirements. It begins by defining general terms and then determines the boundaries of and the exceptions to general laws and criteria for residency and non-residency requirements. Chapter three focuses on full-time equivalent students and how they should be reported in data files. Classification for reporting hours of attendance are outlined based upon sub-categories of courses and course activities. The fourth chapter discusses audit accountability, and recommends that institutions have three categories of records: (1) permanent records--annual reports and student records; (2) optional records; and (3) disposable records--records basic to audit and periodic reports. This chapter concludes with the lawful disposal of records. The final chapter explains the accounting procedures for apprenticeship courses of related and supplemental instruction. (TGO)
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Pub Date: |
1996-09-00 |
Pub Type(s): |
Guides - Non-Classroom |
Peer Reviewed: |
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Descriptors:
Accountability; Apprenticeships; Attendance Records; Average Daily Attendance; College Attendance; Community Colleges; Educational Legislation; Residence Requirements; School Schedules; State Legislation; Two Year Colleges
Abstract:
Presenting guidelines for student attendance accounting developed by the Chancellor's Office of the California Community Colleges, this manual provides an update to the original guide published in 1983. Chapter 1 explains general items such as the academic calendar, admissions policies, student classification by enrollment status, and conditions affecting apportionment. Chapter 2 discusses residency regulations and requirements, providing general definitions related to residency and explaining legal requirements for determining residency and issues related to military personnel, tacking, and exceptions. Chapter 3 reviews attendance accounting for full-time equivalent students (FTES), covering reporting periods, reporting date procedures, determining attendance, required classifications for reporting of hours of attendance, computation of FTES, application of attendance procedures, and flexible calendar operations. Chapter 4 explains procedures for audit accountability, detailing general considerations, requirements, suggested information to supplement documentation, audit resolution processes, required documentation tabulations, and record retention and destruction of records. Finally, chapter 5 presents accounting procedures for apprenticeship courses of related and supplemental instruction, focusing on attendance and funding. (TGI)
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Pub Date: |
1995-00-00 |
Pub Type(s): |
Opinion Papers; Reports - Descriptive; Journal Articles |
Peer Reviewed: |
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Descriptors:
Attendance Records; Computer Assisted Instruction; Computer Networks; Constructivism (Learning); Cooperation; Curriculum Development; Distance Education; Electronic Mail; Elementary Secondary Education; Interdisciplinary Approach; Library Automation; Multicultural Education; Productivity; Scheduling; Student Placement
Abstract:
Examines the use of various networks in schools for productivity, including student assignments, interactive learning systems, attendance, student schedules, student placement, electronic mail, classroom presentations, library automation, and shared CD-ROMs; and collaboration, including curriculum discussions, constructivist activities, interdisciplinary activities, multicultural learning, and distance learning. (LRW)
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