Additional information
by Michael A. Gottfried (Editor), Ethan L. Hutt (Editor), Elaine Allensworth (Foreword by)
In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance.
Only in the past two or three years has chronic absenteeism become the focus of attention among policy makers, civil rights advocates, and educators. Absent from School provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day.Front Jacket
Until recently chronic absenteeism has been hiding in plain sight as a key mechanism for understanding differences in student achievement and for changing practice to improve it. This volume does a great service by pulling back the covers. --From the foreword by Elaine Allensworth and Robert Balfanz
Absent from School is a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The contributors address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. This volume provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day. "Absent from School provides the most comprehensive analysis to date of a critical factor influencing student success: absenteeism. The multidisciplinary team of scholars provide an in-depth analysis of the many facets of this issue, from the complexity of measuring absenteeism to the role that students, families, and schools play in contributing to and addressing the problem." --Russell W. Rumberger, author of Dropping Out: Why Students Drop Out and What Can Be Done About It CONTRIBUTORSElaine Allensworth
Kaitlin Anderson
Robert Balfanz
Rekha Balu
Joshua Childs
Sarah A. Cordes
Johannes Demarzi
Shaun M. Dougherty
Anna J. Egalite
Stacy B. Ehrlich
Kevin A. Gee
Seth Gershenson
Jennifer Graves
Heather Hough
David W. Johnson
Jacob Kirksey
Michele Leardo
Martha Abele Mac Iver
Jessica Rae McBean
Jonathan N. Mills
Lindsay C. Page
Christopher Rick
Todd Rogers
Christopher Salem
Carolyn Sattin-Bajaj
Amy Ellen Schwartz
Steven B. Sheldon
Ken Smythe-Leistico
Long Tran
Sarit Weisburd Michael A. Gottfried is an associate professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Ethan L. Hutt is an assistant professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park.
Author Biography
Michael A. Gottfried is an associate professor in the Gevirtz Graduate School of Education at University of California, Santa Barbara. He received his PhD and MA in applied economics from the University of Pennsylvania and his BA in economics from Stanford University. Gottfried has conducted numerous research studies in the area of school absenteeism, ranging from estimating the effects of absences on achievement and socioemotional development to identifying school factors and programs that can reduce chronic absenteeism, and has lectured domestically and internationally on the subject.
Ethan L. Hutt is an assistant professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park. He received his MA in history and PhD in the history of education from Stanford University. His research focuses on the historical relationship between quantification, education policy, and the law. In particular, he looks at the numbers and metrics that are used to describe, define, and regulate American school systems and has explored such topics as the history of the GED, grading practices, standardized test use, value-added measures, and longitudinal datasets.
