When the deadly EF-4 tornado devastated the Winston County in 2014, the local hospital and various doctors’ offices and clinics were destroyed. Win School District (WSD) had already realized the need to reestablish health care services within the school, and now county health professionals realized they were unable to meet the health care needs of the county. A partnership emerged with the Winston County Health Foundation and established a School-Based Health Clinic (SBHC) on the lower elementary school campus. The purpose of this research study was to investigate the lived experiences of school administrators, teachers, parents, and health professionals related to the SBHC in a rural school district. An exploratory qualitative research design was selected for the study to answer the central, overarching research question: How do teachers, parents, health professionals, and administrators describe their experiences related to an SBHC in a rural school district? Overall, as experienced by school administrators, teachers, parents, and health professionals, and evidenced by official school records, the SBCH met a tremendous health need in the community and had a positive impact on students’ academic achievement, students’ attendance, and teachers’ attendance. This study focused on the benefits and advantages, disadvantages and challenges, impact on student and teacher attendance, impact on student achievement, and suggested improvements. Lessons learned and insights are provided for educational leaders that can be used to promote and implement SBHC programs in Mississippi as well as throughout the country.

Today, regular school attendance is an important factor in school success (Rothman, 2001). Research has shown a direct correlation between good attendance and student achievement (Dekalb, 1999). Poor attendance has been linked to poor academic achievement (Ziegler, 1972). With the increase in accountability for school districts in Virginia surrounding the Standards of Learning (SOL) test and the No Child Left Behind (NCLB) legislation of 2001, educators are faced with a significant challenge to reduce the rate of absenteeism to increase students' achievement in school. “Students who are absent from school receive fewer hours of instruction; they often leave education early and are more likely to become long term unemployed, homeless, caught in the poverty trap, dependent on welfare and involved in the justice system” (House of Representatives, 1996 p. 3). Researchers have sought to find factors that contribute to student non-attendance (Odell, 1923; Reid, 1999; Mitchell, 1993). This study investigates the impact of student attendance, socio-economic status and mobility on student achievement of third grade students in two Title I schools in a Southeastern Virginia School District, with grades PK-3, as determined by the Virginia Standards of Learning (SOL) English and math tests scores. / Ed. D.

One of the challenges facing higher education today is to graduate undergraduate students in a timely manner. Graduation rates are reported to students, parents, and the general public as well as academic and political leaders. The rates are derived using different methodologies. The Integrated Postsecondary Education Data System (IPEDS) collects data annually by law from every institution offering federal financial aid in the United States. The "IPEDS reported" students are considered students who start in the fall semester, full-time, first-time in college, and graduate from the original institution (no transfers). The adult, part-time, returning, and transfer students, or "IPEDS unreported" students, are left out of the numbers. The purpose of this research is to understand how current college graduation data are collected in the United States and to compare that information with post-secondary attendance and transfer patterns. This study proposes to document the data of "IPEDS reported" and "IPEDS unreported" graduated students from one academic year and to propose alternatives for holistic and inclusive methods for counting graduation numbers that reflect current enrollment trends. Furthermore, emphasis of the serious implications of these data for students, parents, policymakers, institutional leaders, and politicians who rely on these data to make informed decisions regarding higher education will be discussed. This research contributes to innovative solutions for calculating graduation rates that adhere to updated methods that count and value all graduated students and their successes.

No description available.

Many school districts are using research-based strategies to increase student achievement. The No Child Left Behind Act of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district in Mississippi operated an after-school program to help increase the academic achievement of 7th and 8th grade students scoring minimal and basic on the MCT2. The purpose of this study was to examine the effect of regular participation in an after-school program on indicators of student academic achievement. The dependent variables for this study consisted of (a) math grade point averages, (b) reading grade point averages, (c) language arts grade point averages, (d) MCT2 math scores, (e) MCT2 language arts scores, (f) number of absences, and (g) number of discipline referrals. The independent variable for this study was program participation, which had two levels. One level was program attendance for at least 40 days and the other level was program attendance for less than 40 days. In this study, 7 hypotheses were tested by comparing the measures of the dependent variables for the two levels of the dependent variables. Analysis of Covariance (ANCOVA) was used to test the 7 hypotheses. The results of the ANCOVAs failed to detect any statistically significant differences in the dependent variables between the students who attended the after-school program for at least 40 days and students who did not attend the after-school program for 40 days. However, there were differences in the measures between the two groups. Not only did the regular attendees have lower averages in absenteeism and discipline referrals, they also had higher averages in mathematics (both GPA and MCT2), reading GPA, and language arts GPA. The only measure where the non-regular attendees demonstrated better performance was on the language arts MCT2. The recommendations for future research are as follows: implementation of adequate professional development for after-school program teachers, a research based reading program to assess student achievement, and a longitudinal study on after-school programs.

Made available in DSpace on 2016-08-10T10:32:07Z (GMT). No. of bitstreams: 1 LILA DE FATIMA DE CARVALHO RAMOS.pdf: 1006532 bytes, checksum: 5cd060c9d5aad4e72fb5dc3e2d982694 (MD5) Previous issue date: 2012-09-13 / In this dissertation we studied, we analyzed the Student Attendance in the public higher education institutions federate Brazilian (Ifes) in a society inserted in the capitalist rationality. This analysis took place with documental and bibliographical research in which it was analyzed as the education politics have treaty the Programs of Student attendance in the area of the mental health of the students linked Ifes. For so much, it presents in a descriptive way a model of Program of Mental health, the one of the Federal University of Goiás, Programs Soundly, with actions of attention, prevention and treatment of offences á mental health of the students of UFG. The results of the documental research on the program Soundly were the following: in five years 739 students was assisted, which 62,7% are women, 37,3% are men, 82,7% are single, 12,3% are married, 86,7% are graduation, 10,7% masters, 2,7% doctors, 81,3% came from public schools, 18,7% of deprived schools, 30,2% presented anxiety upset, 27% presented depression and 12% complained of upset psychosocial, confirming like this, the research of Andifes/Fonaprace (2010) on the profile of the students of Ifes. / Nesta dissertação estudamos e analisamos a Assistência Estudantil nas instituições de ensino superior públicas federais brasileiras (Ifes) numa sociedade inserida na racionalidade capitalista. Esta análise se realizou com pesquisa documental e bibliográfica na qual se analisou como as políticas educacionais têm tratado os programas de assistência estudantil na área da saúde mental dos discentes vinculados às Ifes. Para tanto, apresenta-se de forma descritiva um modelo de Programa de Saúde Mental, o da Universidade Federal de Goiás, Programa Saudavelmente, com ações de atenção, prevenção e tratamento de agravos à saúde mental dos discentes da UFG. Os resultados da pesquisa documental sobre o programa Saudavelmente foram os seguintes: em cinco anos atenderam-se 739 discentes, dos quais 62,7% são mulheres, 37,3% são homens, 82,7% são solteiros, 12,3% são casados, 86,7% são graduandos, 10,7% mestrandos, 2,7% doutorandos, 81,3% vieram de escolas públicas, 18,7% de escolas privadas, 30,2% apresentaram transtorno de ansiedade, 27% apresentaram depressão e 12% queixou-se de transtorno psicossocial, confirmando assim, a pesquisa da Andifes/Fonaprace (2010) sobre o perfil dos discentes das Ifes.

A Freshman Academy's Influence on Student Connectivity, Attendance, and Academic Achievement by Nancy O. LoPresti MA, Montclair State University 2005 MAT, Marygrove College, 2002 BA, Kean University 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017

Today we use an obsolete way of handling information regarding which student and/or teacher is attending which class/lab/seminar, attendance is written down on a piece of paper and collected so that an administrator can manually enter this information to some data processing system. This method is far from optimal and demands a lot of time and resources from administrators, teachers, and students. Correct gathering of attendance is important since it is required for specific parts of some courses. We propose to automate the collection of this attendance data, thus enabling students and teachers to simply swipe their NFC-enabled KTH access card in order to enter their name on an attendance list. This will be achieved by creating an application that adds a student to an attendance list by reading information using a NFC/RFID reader and mapping the card’s UID to a KTHID (a locally unique identifier used within the university) using a database. The resulting attendance list should be formatted in such a fashion that it can easily be uploaded to systems such as KTH Social and Daisy. Ideally these systems will be extended so that instructors/teachers can use this attendance list to automatically create the appropriate entries in these systems to record the student’s participation in the indicated activity – in the process avoiding a lot of manual labor and improving the accuracy of the process. An additional problem is that there is currently no unified system that connects the KTH access card database (BRAVIDA) to the KTH LDAP database (which stores information about KTH students, faculty, and staff). This means that each student’s access card UID must manually be added to a database together with the student’s KTHID. However, once this database entry has been made, we can then map from a card number to a KTHID (or the reverse). The purpose behind and expected result of this thesis is a functional prototype of an application that creates an attendance list by reading data from the student or teacher’s access cards using a NFC reader. This will hopefully stimulate further digitalization in KTH and also encourage more courses to utilize such access card based attendance lists. The result should be less manual effort by students, faculty, and staff, as well as more accurate and timely filing of attendance information for courses. / I dagsläget använder vi en föråldrad metod för att hantera information kring vilken student och/eller instruktör som närvarar vid vilken föreläsning/laboration/seminarie, närvaron skrivs ner på en bit papper som samlas ihop och skickas till en administratör som sedan manuellt får mata in den här informationen i de olika databehandlingssystemen. Denna metod är långtifrån optimal och kräver en massa tid och resurser från administratörer, lärare och elever. Att den insamlade informationen är korrekt är viktig eftersom den är ett krav vid vissa kurser. Vårt förslag är att insamlingen av närvaroinformation automatiseras, genom att studenter och lärare enkelt kan dra sina KTH access kort för att mata in sitt namn på en närvarolista. Detta kommer att genomföras genom utvecklandet av en applikation som lägger till en student i närvarolistan genom att läsa av kort genom en NFC/RFID läsare och mappning av kortens UID till ett KTH användarnamn (användarnamnet är unikt inom KTH) med hjälp av en databas. Närvarolistan som genereras som ett resultat av programmets körning skall vara formaterad på ett sådant sätt att den enkelt kan laddas upp till system som KTH Social och Daisy. Idealt skall applikationen vidareutvecklas så att instruktörer/lärare kan använda närvarolistan till att automatiskt lägga till rätt post i de systemen för att lagra information om studentens närvaro vid en viss aktivitet - med mål att undvika mycket manuell inmatning samt öka noggrannheten kring processen. Ett ytterligare problem är att det i nuläget inte finns något system som kopplar KTH:s databas för accesskort (BRAVIDA) till KTH LDAP databasen (som lagrar information om KTH studenter, fakultet och personal). Detta betyder att varje användares accesskorts UID måste läggas till i en databas manuellt tillsammans med studentens KTH användarnamn. Emellertid är det så att när posten väl är inlagd i databasen, så kan vi mappa mellan accesskorts UID till KTHID(eller motsatsen). Detta examensarbete har resulterat i en fungerande prototyp av en applikation som skapar närvarolistor genom att läsa av data från studenter och lärares accesskort med hjälp av en NFC läsare. Detta kommer förhoppningsvis att stimulera ökad digitalisering inom KTH och dessutom motivera fler kursansvariga att använda accesskortsbaserade listor. Resultatet bör förhoppningsvis bli mindre manuellt arbete för studenter, fakultet och övrig personal samt mera precis och snabbare insamling av närvaroinformation.

This study examines the relationship between student attendance and student test scores on a criterion-referenced test, using test scores of all 5th graders in Virginia who participated in the 2005-2006 Standards of Learning tests in reading and mathematics. Data collection for this study was performed with the cooperation of the Virginia Department of Education using a state database of student testing information. Pearson correlation coefficients were determined for the overall student population and for the subgroups of economically disadvantaged, students with disabilities, limited English proficient, white, black, and Hispanic. The results of this study indicate that there is a significant positive correlation (p<.01) between student attendance, as measured by the number of days present, and student performance on the Virginia SOL test, a criterion-referenced test. Positive correlations were found between student attendance and student test scores for all subgroups. The correlation between student attendance and student performance on the SOL mathematics test was higher than the correlation for the same variables on the English test. The correlation for the overall student population on the English SOL test was higher than the correlation for any subgroup on the English SOL test. Only the LEP and Hispanic subgroups had higher correlations on the mathematics test than the overall student population. This study will contribute to a growing body of research resulting from the enactment of the No Child Left Behind legislation and the national attention that this legislation has focused on student attendance and student performance on standardized tests.

The study's purpose was to examine large and small high schools in Virginia to try to understand if the high school student population size influenced the student achievement of eleventh grade students based on identified predictor variables. Several studies were identified and included in the literature review. From the literature review, the predictor variables of socioeconomic status, student attendance, minority status, and teacher quality were identified to aid in the development of the main research question and five guiding questions. The main research question investigated if there was a relationship between a high school student population size and student achievement when statistically controlling for selected predictor variables. From the literature review, the main research question, five guiding questions, and a methodology were developed that would best aid in the analysis of the data. Data were collected from the Virginia Department of Education for the 2012-2013 school year that consisted of eleventh grade Virginia Standards of Learning assessments, socioeconomic status, student attendance, minority population, and teacher quality. Hierarchical multiple regression was the statistical method used to analyze the data for the research questions. The results of the study indicate there is a relationship between socioeconomic status and student achievement. However, when student population size was introduced, the result was not significant. The overall conclusion regarding socioeconomic status and student achievement is that the issue is not rooted in the size of a high school population. When student attendance was accounted for, a relationship existed between high school student population size and student achievement. When student attendance was accounted for, an indication existed that the high schools in the study with both large and small student populations had a higher percentage of student achievement when students attended on a regular basis. When the size of a high school student population, whether it was large or small, was taken into account, student achievement declined if a high school had a large percentage of minority students. Teacher quality was found to have a relationship with student achievement when high school student population size was taken into account. Overall, results of the study indicate that there was a relationship between a high school student population size and student achievement when statistically controlling for isolated variables. / Ed. D.