Getting Students to School: Using Family and Community Involvement to Reduce Chronic Absenteeism.

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How researchers see this paper

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Truancy Interventions: A Review of the Research Literature (2010, background): “…an array of negative child well-being outcomes such as poor academic performance, low school attachments, delinquency, drug use, sexual promiscuity, and school dropout (Baker, Sigmon, & Nugent, 2001; Garry, 1996; Loeber & Farrington, 2000; Sheldon, 2007; Sheldon & Epstein, 2004; Teasley, 2004).”
Testing a Structural Equation Model of Partnership Program Implementation and Parent Involvement (2005, background): “Studies have confirmed this, showing that school outreach to families predicts greater parent involvement (Dauber & Epstein, 1993; Simon, 2004) and improves student outcomes such as math achievement, attendance, and behavior (Epstein & Sheldon, 2002; Sheldon & Epstein, 2002, 2004, 2005).”
Chronic Absenteeism and Its Effects on Students’ Academic and Socioemotional Outcomes (2014, result): “Chronic absenteeism can be reduced when schools, families, and communities are involved (Connolly & Olson, 2012; Sheldon, 2007; Sheldon & Epstein, 2004), and, therefore, this study supports further work in policy, practice, and community.”
Identifying the Determinants of Chronic Absenteeism: A Bioecological Systems Approach (2017, background): “Prior research has shown that establishing linkages between the microsystems of the home and the school, especially via school and family partnership programs, can significantly decrease chronic absenteeism (Sheldon & Epstein, 2004).”