Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
4,
N
o
.
4
,
D
ecem
b
er2
0
1
5
,
pp
.
16
5~
16
9
I
S
SN
: 225
2-8
8
2
2
1
65
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Effects of School Absences on
GPAs for Disabled Students
E
l
iz
abeth Chr
i
stani
1
,
L
a
ur
a
Reve
tti
2
, A
s
h
l
eig
h
Yo
un
g
3
,
Karen
H.
Lar
w
in
4
1,2,3
Department o
f
School Ps
y
c
holog
y
,
Youngstown State Univ
ersity
, USA
4
Department of Educ.
Founda
tio
ns & Research
,
Youngstown State Univ
ersity
, U
S
A
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
J
u
l 14, 2015
Rev
i
sed
O
c
t 20
, 20
15
Accepted Nov 16, 2015
Chronic
absences, suspensions, and
e
xpulsions
can
all b
e
d
e
trimental to
students’ GPAs. Students with
d
i
sabilitie
s h
a
ve a disadvan
t
age with learning
and requir
e
add
itiona
l servi
ces
m
a
king it cru
c
i
a
l tha
t
the
y
are
present in
school.
There ar
e various r
eason
s wh
y
studen
t
s miss school and the stu
d
y
exam
ined a fe
w s
p
ecific res
e
arch ques
tions
.
The curren
t
i
nves
tigat
ion
exam
ined s
t
uden
t
s
’
current GP
A
s
c
ores
in the core content ar
eas
c
o
m
p
ared to
the number of
day
s
absent fro
m school
, the f
r
equency
of h
e
alth r
e
lated
school absences
, and the number of day
s
spent out of school due to
suspensions an
d expulsions, using data
from a national d
a
ta set. This
investigation ex
amines whether
or not
attendance is related to students’
acad
em
ic s
u
cc
e
s
s
,
when s
p
ecif
i
ca
ll
y cons
id
eri
ng s
t
udents
wit
h
identif
ied
disabili
ties
.
Keyword:
At
t
e
nda
nce
Di
sabl
e
d
St
ude
nt
s
Exc
u
sed Abse
ntness
G
r
ad
e
P
o
in
t
Av
e
r
ag
e
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Kare
n H.
Lar
w
in,
Depa
rt
m
e
nt
of
Ed
uc.
Fo
u
ndat
i
ons
&
R
e
searc
h
,
Youn
g
s
t
o
wn
State
Un
iv
ersity.
Em
a
il: k
h
l
arwi
n
@
ysu
.
ed
u
1.
INTRODUCTION
According to the Chronic Absenteei
sm
Issue B
r
i
e
f Seri
es (
C
AIB
S
) [
1
]
po
or at
t
e
n
d
an
ce has ha
d
hi
g
h
costs in term
s of young
pe
ople’s academ
ic
learning, c
o
nnection to
peers
,
teachers
a
n
d schools, health,
hi
gh
sch
ool
gra
d
u
a
t
i
on, a
n
d f
u
t
u
r
e
em
pl
oy
m
e
nt. St
u
d
e
n
t
s
t
h
at
are ch
ro
ni
c
a
l
l
y
absent
fa
ce
m
a
ny
obst
acl
es.
St
ude
nt
’s
p
h
y
s
i
cal
heal
t
h
acc
ou
nt
s
fo
r t
h
i
r
t
y
si
x
perce
n
t
of
at
t
e
ndan
ce ch
a
l
l
e
nges
whi
l
e
s
t
ude
nt
m
e
nt
al
heal
t
h
accounts for twenty fo
ur percent of
attenda
nce. Aca
d
e
m
ic
issu
es pertain to twe
n
ty seven pe
rc
ent of
atten
d
a
nce issues in
scho
o
l
s [1
].
St
ude
nt
heal
t
h
i
ssues t
h
at
ar
e com
m
onl
y
ident
i
f
i
e
d f
o
r
why
st
u
d
e
n
t
s
m
i
ss school
ra
nge
fr
om
fl
u,
headac
hes
,
ast
h
m
a
, et
c. but
no
pa
rt
i
c
ul
ar a
i
lm
ent
st
ood
o
u
t
o
v
er
t
h
e
ot
hers
.
Acco
r
d
i
n
g
t
o
t
h
e C
A
I
B
S [
1
]
st
ude
nt
s i
n
s
p
eci
al
educat
i
o
n are
fo
u
nd t
o
be m
o
st
im
p
acted by physical health
wh
ich
resu
lts in
ch
ron
i
c
abse
nteeis
m
and s
ubse
q
uentl
y
affects
grade
s
.
Pare
nt ph
ys
ical health is a
l
so a
noted ca
use
for m
i
ssed days
,
and ca
n acco
u
n
t
fo
r u
p
t
o
o
n
e
out
o
f
every
si
x day
s
. The
m
e
nt
al
heal
t
h
pr
o
b
l
e
m
s
of st
ude
nt
’s
pl
ay
a
rol
e
i
n
t
h
e ab
sent
eei
s
m
of st
ude
nt
s.
M
e
nt
al
heal
t
h
i
ssues s
u
c
h
as
dep
r
essi
on
, a
n
xi
et
y
,
su
bst
a
nc
e ab
use,
an
d a
d
di
ct
i
on
can acc
ount
for a
b
out
one
quarter
of student
abse
nteeism
[2].
Not
only are a
cadem
ics affected by a
b
se
nteeis
m
, but
they
also play a
rol
e
in attendance
. Aca
d
em
ic
i
ssues suc
h
as
bo
red
o
m
,
pre
p
are
d
ness,
un
d
e
rst
a
n
d
i
n
g,
c
h
allenges of the
curric
u
la, cause a large port
ion of
abse
nt
eei
sm
for st
u
d
e
n
t
s
[3
]
.
Alm
o
st
fort
y
seven pe
rc
ent
of hi
gh s
c
ho
ol
st
ude
nt
s
m
i
ss scho
ol
due t
o
academ
ic
issues.
Thirty one perce
n
t
of spec
ial education
stude
nts m
i
ssed
sc
hool
due to a
cadem
ic challe
nge
s.
Mu
ltip
le strateg
i
es m
u
st b
e
im
p
l
e
m
en
ted
to redu
ce ch
ro
n
i
c ab
sen
ces in
sch
o
o
l
s [4
]. Fi
n
d
i
n
g
m
o
tiv
ators and
worki
n
g as a tea
m
m
a
y help increase st
ude
nt attenda
nce
ov
erall [5
]. Im
p
l
e
m
en
tin
g
in
terv
en
tion
s
in
t
h
e areas
of health, aca
de
m
i
cs, and be
havior ca
n inc
r
e
a
se academ
ic success a
n
d st
udents
’
prese
n
c
e
in sc
hools.
Acco
r
d
i
n
g t
o
Hen
r
y
[6]
t
r
ua
ncy
i
s
a seri
o
u
s co
nce
r
n ac
ross sc
h
ool
s
,
but
t
h
e
r
e are
not
acc
urat
e
tracking syste
m
s and researchers
are
un
a
w
are
of the true pre
v
alence
. The
a
u
t
h
or
us
ed a s
u
r
v
ey
o
f
nat
i
o
nal
self-re
p
o
rte
d
d
a
ta to determ
ine the trua
ncy
r
a
tes (ski
ppe
d a
day
of sc
h
o
o
l within the last
fo
ur
wee
k
s)
o
f
8th
an
d 10
th
grad
ers.
Hen
r
y’s surv
ey ask
e
d
fo
r
stu
d
e
n
t
s’
b
e
liefs, attitu
d
e
s, and
percep
tio
ns to
ward
s sch
o
o
l
. The
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:22
52-
882
2
IJERE
Vol. 4, No. 4,
Decem
ber2015
:
165–169
16
6
results
i
ndicate
d
that
11%
of 8th grade
r
s and ove
r 16%
of 10th graders
reporte
d
recent
l
y skipping sc
hool.
Sp
ecifically, there were a num
b
e
r o
f
id
en
tified
v
a
riab
les
t
h
at
pre
d
i
c
t
st
u
d
ent
t
r
uancy
ra
t
e
s:
st
udent
s
h
a
vi
n
g
a
si
gni
fi
ca
nt
am
ou
nt
o
f
u
n
s
u
pe
rvi
s
e
d
t
i
m
e
aft
e
r sch
o
o
l
,
d
r
u
g
use,
pare
nt
al
educat
i
o
n l
e
vel
,
po
or
g
r
ades
, a
nd l
o
w
educat
i
o
nal
as
pi
rat
i
o
ns.
The
researc
h
c
o
ncl
ude
d t
h
at
t
h
e
r
e
was
a c
o
r
r
el
at
i
o
n
bet
w
ee
n sc
ho
ol
-
r
el
at
ed
pr
obl
em
s
an
d dru
g
use.
H
e
nr
y su
gg
est
e
d
that leav
ing th
e st
u
d
e
n
t
s
u
n
su
pe
rvi
s
e
d
fo
r l
a
r
g
e am
ou
nt
s o
f
t
i
m
e gi
ves
t
h
em
t
h
e op
p
o
rt
u
n
i
t
y
t
o
abuse dr
ugs
. She
su
ggested
th
at p
a
ren
t
al in
terv
en
ti
ons m
a
y help decrease the rate of
t
r
ua
ncy
.
Sim
i
l
a
rl
y
,
suspensi
o
n
o
f
st
ud
ent
s
fr
om
school
i
s
a co
m
m
o
n
di
sci
p
l
i
n
a
r
y
act
i
on t
h
at
kee
p
s st
u
d
ent
s
o
u
t
of th
e classroo
m
.
Acco
rd
ing
to
Hem
p
h
ill & Hargre
av
es [7
] th
e u
s
e o
f
schoo
l su
sp
ension
s fits with
in
a
zero
t
o
l
e
ra
nce
fram
e
wo
rk
and
see
k
s t
o
re
duce
chal
l
e
ngi
ng
be
ha
vi
ors
.
H
o
weve
r,
researc
h
fi
n
d
s
t
h
at
sus
p
ensi
o
n
s r
e
duce t
h
e c
h
ances
of st
ud
ent
s
com
p
l
e
t
i
ng t
h
ei
r e
duc
at
i
on a
nd ca
n
im
pai
r
em
pl
oy
m
e
nt
opport
unities and st
ude
nt’s
fut
u
res [8]. S
u
spensi
on
s from
school can
shift a
problem
to the co
m
m
unity
allo
wing
un
sup
e
rv
ised
st
u
d
e
n
t
s to
en
g
a
g
e
in
activ
ities th
at
m
a
y lead
to
p
h
y
sical in
ju
ry, p
r
op
erty lo
ss, and
i
n
crease
d
m
e
dical
pol
i
ce or
j
uve
ni
l
e
j
u
st
i
ce cost
s. Su
spe
n
si
o
n
s o
f
t
e
n
d
o
n
o
t
be
nefi
t
s
t
ude
nt
s. Sc
ho
ol
s t
h
at
mak
e
frequ
en
t
u
s
e
o
f
su
sp
ensio
n
h
a
v
e
st
u
d
en
ts and
staff
th
at exp
e
rien
ce a less po
sitiv
e sch
o
o
l
climate, a
l
o
we
r se
nse
o
f
secu
ri
t
y
, an
d
po
o
r
aca
dem
i
c res
u
l
t
s
[
9
]
.
St
ude
nt
s
w
h
o
d
o
n
o
t
want
t
o
at
t
e
nd
sch
o
o
l
o
r
en
joy
sch
ool
a
r
e act
u
a
l
l
y
gi
ven
w
h
a
t
t
h
ey
wa
nt when they a
r
e s
u
s
p
ende
d.
Hem
p
h
ill & Hargreav
es
[7
]
research fou
nd
th
at with
i
n
twelv
e
m
o
n
t
h
s
of
b
e
ing
su
sp
en
ded
fro
m
th
eir
sch
ool
s, st
ude
nt
s are fi
ft
y
p
e
rcent
m
o
re l
i
k
el
y
t
o
eng
a
ge
i
n
ant
i
-
soci
al
beha
vi
o
r
;
seve
nt
y
perce
n
t
ar
e
m
o
re
l
i
k
el
y
t
o
enga
ge i
n
vi
ol
e
n
t
b
e
havi
or
. P
r
ev
ent
i
ng
st
u
d
ent
s
fr
om
bei
ng s
u
spe
nde
d
or e
x
pel
l
e
d a
nd e
f
f
o
rt
s t
o
increase atte
ndance a
r
e all ext
r
em
ely
i
m
p
o
r
tan
t
to
stud
en
t success.
Goran
and
Gag
e
[10
]
ex
am
i
n
ed
t
h
e relation
s
h
i
p
b
e
tween lan
g
u
a
g
e
,
b
e
hav
i
or, co
gn
itive ab
ility, an
d
academ
ic perform
ance of st
ude
nts with
disabilities. Stud
ents with hi
gh inciden
ces disabilities,
e
m
otional
d
i
stu
r
b
a
n
ce
(ED) and
learn
i
ng
d
i
sab
ilities (LD), are m
o
re
lik
ely to
b
e
susp
en
d
e
d
fro
m
scho
o
l
. Stud
ents with
ED typically display acade
m
ic defic
its and
ha
ve troubl
es with
beha
vi
ors –
i
n
ternali
z
ing (withdra
w
al
and
dep
r
essi
on
) an
d ext
e
r
n
al
i
z
i
n
g be
havi
ors
(
a
gg
ressi
on a
n
d l
ack o
f
co
m
p
li
ance). M
a
ny
st
ude
nt
s w
i
t
h
LDs
d
i
sp
lay p
r
ob
lem
s
with
u
s
in
g
lan
g
u
a
g
e
, spo
k
en
o
r
written
,
wh
ich
h
i
nd
ers th
eir ab
ilities t
o
listen
,
th
in
k, sp
eak
,
read,
write, s
p
ell, and do m
a
th. T
h
e
st
u
d
y
e
x
am
i
n
ed 1
4
2
s
t
ude
nt
s i
d
e
n
t
i
f
i
e
d
wi
t
h
E
D
a
n
d L
D
(ED
n=
25
an
d
LD n
=
1
1
7
)
. Co
gn
itiv
e
ab
ility
was
assessed
b
a
sed
on
ab
ility to
reason
an
d prob
lem
so
lv
e.
Acad
em
ic
perform
a
nce was assesse
d
by the
researc
h
e
r
s usi
n
g th
e Mi
ssouri
Assess
m
e
nt Program
(ac
h
ievem
e
nt tests).
History of sus
p
ension was a
l
so studie
d
. T
h
e res
u
lts i
ndi
cate that there is a significant effect on langua
ge
sk
ills, acad
e
m
i
c, an
d cogn
itiv
e ab
ility. Cog
n
itiv
e ab
ility h
a
d
a sign
ifican
t
i
m
p
act o
n
acad
e
m
i
c p
e
rfo
r
man
ce.
Su
rprising
ly, th
ere was also a sign
ifican
t asso
ciatio
n
b
e
t
w
een
d
i
sab
ilities an
d h
i
st
o
r
y
o
f
su
sp
en
si
on
s [10
]
.
School attenda
n
ce
determ
ines the
pote
n
tial benefits
that students can recei
ve
d from
instruction. T
h
e
m
o
re school a
child m
i
sses, the m
o
re
he or
she is at
risk for
dec
r
ease
d
a
cadem
ic
atta
in
men
t
, grad
e ret
e
n
tio
n,
poor self-e
steem
, school dropout, a
n
d ultim
ately lower
standa
rds of livin
g as a
dults
[3]. T
h
e
potential
con
s
eq
ue
nce
o
f
m
i
ssi
ng sch
o
o
l
pe
rt
ai
ns t
o
b
o
t
h
re
gul
ar
an
d
speci
al
e
ducat
i
on st
u
d
ent
s
.
R
e
dm
ond
&H
os
p[
1
1
]
exam
ined the im
pact of sc
hool attendance
on the gra
d
e po
int ave
r
ages (GPAs) of fi
ft
h
grade
r
s:
7
0
re
cei
vi
ng
regu
lar ed
u
cati
o
n
and
17
receiv
in
g
se
rv
ices for learn
i
n
g
d
i
sab
ility (LD).
Fo
r all stud
en
t
s
, th
ere is a n
e
g
a
tiv
e
associ
at
i
o
n
bet
w
een
ab
sent
ee
i
s
m
and st
ude
nt
s’
GP
A,
l
ead
i
ng t
o
a
wea
k
but
si
g
n
i
f
i
cant
t
r
en
d
fo
r a
st
ude
nt
’
s
GPA to decrea
se whe
n
days abse
nt
increased [3]. As a resu
lt, inconsistent attendance
will place students at
increase
d
risk
for academ
ic f
a
ilure an
d poss
ibly reduce the
am
ount of
pot
en
tial benefit that stude
nts can gai
n
from
therape
u
tic services
.
All sign
s
po
int to
scho
o
l
absen
t
ee
rate bein
g an
i
m
port
a
nt
e
ducat
i
o
n
c
once
r
n.
Al
t
h
o
u
g
h
re
gul
a
r
atten
d
a
nce do
es n
o
t
g
u
a
ran
t
ee th
at stu
d
e
n
t
s
will learn
an
d
ach
iev
e
a h
i
gher
grad
e po
in
t av
erag
e
(GPA),
po
or
attendance can hinder learning.
As the a
b
ove researc
h
s
u
g
g
est
s
, t
h
e
r
e i
s
a st
ro
ng
rel
a
t
i
o
nshi
p b
e
t
w
ee
n
sch
ool
attendance, the
num
ber of c
o
urses
passe
d, t
h
e m
o
re of
a
possibility of
de
linque
ncy, a
n
d these problem
s
can
also
im
p
act s
t
u
d
e
n
t
s with
d
i
sab
ilities [11
]
.Ho
w
ev
er,
t
h
ere is little research
th
at
lo
ok
s sp
ecifically at
attendance issues and whet
her these a
r
e
im
pacting th
e achievem
e
nt of students
i
d
entifie
d as special
ed
u
cation
.
Th
at is th
e
g
o
a
l
of
th
e curren
t
i
n
vestig
atio
n
.
2.
R
E
SEARC
H M
ETHOD
The st
u
d
y
’
s
po
pul
at
i
o
n co
nsi
s
t
e
d of al
l
i
ndi
v
i
dual
s
f
r
om
t
h
e Nat
i
onal
A
d
ol
escent
Heal
t
h
pu
bl
i
c
dat
a
set [12
]
. A
fu
ll
d
e
scri
p
tio
n
of
th
e d
a
ta co
llect
io
n
is pro
v
i
d
e
d at h
ttp
://www.cp
c
.u
n
c
.edu
/pro
j
ects/ad
dh
ealth
.
A
ran
d
o
m
sam
p
le of st
ude
nt
r
e
sp
onses
was
dra
w
n f
r
om
the p
u
b
l
i
cal
l
y
avai
l
a
bl
e dat
a
set
.
St
u
d
ent
s
wer
e
identified as s
p
ecial education (
n
= 62
), an
d as not
i
d
e
n
t
i
f
ied as special education
(
n
= 11
05)
. Th
e respo
n
s
es
t
o
t
h
e s
u
rvey
were t
a
ke
n f
r
o
m
bot
h st
ude
nt
res
p
onse
s
t
o
a
few
su
r
v
e
y
quest
i
o
ns
.
The
fol
l
o
wi
n
g
i
t
e
m
respon
ses
were in
corp
orated
i
n
to
t
h
is inv
e
sti
g
atio
n
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE I
S
SN
:
225
2-8
8
2
2
Ef
f
ect
of
Sc
ho
o
l
Abse
nces
o
n
GPAs
f
o
r
Di
s
a
bl
ed
St
u
d
e
n
t
s
(
E
l
i
z
abet
h
C
h
ri
st
ani
)
16
7
a)
Ho
w m
a
ny
t
i
m
e
s (ha
v
e y
o
u
been/
w
ere y
o
u
abse
nt
)
fr
o
m
school
f
o
r
a ful
l
day
wi
t
h
a
n
exc
u
se
–
f
o
r
exam
ple because you were
sick or
out of
time
?
b)
Ho
w m
a
ny
t
i
m
e
s di
d y
o
u
s
k
i
p
sch
o
o
l
f
o
r
a f
u
l
l
day
wi
t
h
out
an e
x
cu
se
?
c)
Have
you e
v
er
receive
d a
n
out
-o
f-sc
h
ool sus
p
ension from
school
?
d)
Have
y
o
u
e
v
er
been
ex
pel
l
e
d
f
r
om
scho
ol
?
e)
In
t
h
e l
a
st
m
o
n
t
h,
ho
w
o
f
t
e
n
d
i
d a
heal
t
h
or
e
m
oti
onal
p
r
obl
em
cause y
o
u
t
o
m
i
ss a day
o
f
sch
o
o
l
?
GP
A was
c
o
m
put
e
d
usi
n
g
t
h
e
st
u
d
ent
s
re
p
o
rt
e
d
gra
d
es
i
n
their c
o
re
clas
ses.
Students
who
did not
answer all
of the item
s
included
we
re eli
m
in
ated
fro
m
th
e
data th
at was u
s
ed
for th
is inv
e
stig
atio
n
.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
An In
de
pe
nde
nt
Sam
p
l
e
’s
t
Test reveale
d
that the
r
e a
r
e si
gnificant diffe
re
nces
ac
ross special
education st
udents and re
gular edu
cation s
t
ude
nts on m
e
an GPA; s
p
ec
ial education s
t
ude
nts received a
n
avera
g
e GPA of
3.00
a
n
d non-s
p
eci
al education st
ude
nt
s received a
2.
21.
The
r
e
were
no si
gnificant
di
ffe
re
nces f
o
un
d
fo
r s
k
i
p
pi
ng
sch
o
o
l
,
s
u
s
p
en
de
d f
r
o
m
scho
ol
,
or
sch
o
o
l
ex
p
u
l
s
i
o
n
a
c
ross
t
h
e t
w
o
gr
o
ups
,
p
<.
05
. H
o
we
v
e
r, there
were s
i
gnifica
nt diffe
rences in
“
H
o
w
m
a
ny
t
i
m
e
s
have y
o
u
bee
n
abse
nce fo
r a f
u
l
l
day
with
an
ex
cu
se?
”
across th
e two
g
r
ou
ps,
t
= -
2
.25
(
1171
),
p
= 0.025
, CI
95
[-
.4
6
8
,
-.
03
2]
. T
h
e m
ean f
o
r
excused absences for s
p
ecia
l
educati
on st
ude
nt
s i
s
1.8
7
and f
o
r n
o
n
-
s
peci
al
educat
i
on st
u
d
e
n
t
s
i
s
1.6
2
.
Wh
ile t
h
is resu
lt is statistically sig
n
i
fican
t
, it do
es
no
t presen
t a
p
r
actically si
gnificant difference.
Ad
di
t
i
onal
l
y
, t
h
ere
we
re si
g
n
i
f
i
cant
di
f
f
er
ences
fo
u
n
d
f
o
r
“I
n t
h
e l
a
st
m
ont
h,
h
o
w
oft
e
n
di
d a
he
al
t
h
o
r
em
ot
i
onal
pr
ob
l
e
m
cause y
o
u
t
o
m
i
ss a day
o
f
sc
ho
ol
?
”
,
t
(6
8)=
-
2
.
6
6
,
p
=
0.
02
,
C
I
95
[-
.407, -.
093]
, acr
os
s
the
tw
o
gr
oup
s.
4.
DIS
C
USSI
ON
Resear
ch suggests th
at
n
o
n
-
sp
ecial edu
cation
st
u
d
e
n
t
s
u
s
ually p
e
r
f
o
r
m
po
or
er th
an
st
u
d
en
ts
w
h
o
do
not
have
disabilit
ies because
of issues that c
r
eate achie
vem
e
nt ga
ps for the special
stude
nts [13]. However,
according
t
o
t
h
e findings of the
c
u
rr
ent i
n
vestigation, this
is not the
cas
e. T
h
ere
m
a
y
be m
a
ny reas
ons
why
these res
u
lts cont
radict pre
v
i
ous
findings. Stude
nts no
t receiving s
p
ecial education m
a
y participate in a
m
o
re
diffic
u
lt cu
rric
u
lum
and
ha
v
e
a strict
er
grading scale. T
h
e st
ude
nts i
n
speci
al
e
duca
t
i
on
gr
o
u
p
m
a
y
al
so
o
v
e
rco
m
p
e
n
s
ate for th
eir acad
e
m
i
c d
i
fficu
lties an
d
work
ha
rd
er,
o
r
m
a
y
h
a
v
e
greater paren
t
invo
lv
emen
t i
n
their school work, the
r
efore,
resulting in hi
gher
GP
As. T
h
e
s
e results
, although drawn from
a random
s
a
m
p
le
of
a l
a
r
g
er
nat
i
onal
dat
a
set
,
c
oul
d si
m
p
l
y
ref
l
ect
som
e
sam
p
l
i
n
g
bi
as
.
Ov
erall, th
e h
y
p
o
t
h
e
sis
was
no
t stro
ng
ly su
pp
orted
th
at sp
ecial ed
u
cation
st
ude
nt’s
GPA is affected
by
t
h
e
n
u
m
b
er of
day
s
t
h
ey
m
i
ss scho
ol
o
r
t
h
e rea
s
on
for the a
b
senc
e.
There
w
a
s no
t
eno
ugh
ev
id
en
ce to
sup
p
o
rt
t
h
e
hy
pot
hesi
s beca
u
s
e of t
h
e sm
al
l
sam
p
l
e
pop
ul
at
i
on
of st
ude
nt
s
wh
o i
d
e
n
t
i
f
i
e
d
as speci
al
ed
u
cat
i
on
(n =
62), and
the fe
w
days
missed by students i
n
bot
h
groups
.
Howe
ver, it is ge
nerally accepted that the
m
o
re a student
attends school the
m
o
re likely they are
to be academ
ica
lly successful
[3]. Stude
nts identified
as speci
al
e
d
u
cat
i
on
di
d
re
p
o
rt
m
o
re m
i
ssed
day
s
t
h
at
w
e
re e
x
cuse
d
o
r
we
re
due
t
o
phy
si
cal
or
em
ot
i
onal
heal
t
h
i
s
s
u
es.
Thi
s
fi
n
d
i
n
g i
s
uni
que
, a
n
d
n
o
t
fo
u
n
d
i
n
ot
he
r rece
nt
st
udi
es
.
According to existing res
earc
h
, there is a continui
ng
need t
o
enc
o
u
r
a
g
e st
ude
nt
s t
o
at
t
e
n
d
sch
ool
,
fo
r
a vari
et
y
of
rea
s
on
s [
2
]
,
[
3
]
,
[
5
]
,
[
6
]
,
[
11]
.
An
d t
h
e p
r
o
b
l
e
m
has exi
s
t
e
d s
o
m
e
tim
e for s
p
eci
al
educat
i
o
n st
ud
ent
s
.
For e
x
am
ple, Licth et al., [5] evalua
t
e
d a p
r
og
ram
t
o
m
odify
t
h
e scho
ol
a
t
t
e
ndanc
e of s
p
eci
al
educat
i
o
n
(SE)
st
ude
nt
s i
n
hi
g
h
sc
h
ool
t
o
det
e
rm
i
n
e i
f
t
h
ese
st
u
d
ent
s
w
oul
d at
t
e
n
d
m
o
re i
f
t
h
ey
we
re
gi
v
e
n
rewa
rd
s.
Li
ct
h et
al
.’s st
udy
de
m
onst
r
at
ed t
h
a
t
rewa
rd
p
r
og
r
a
m
s
can re
duc
e
the a
b
se
nteeism
of special
education
hi
gh school
st
ude
nt
s. Ot
her
researc
h
su
gg
est
s
t
h
at
a vari
et
y
of st
rat
e
gi
es
m
i
ght
be nee
d
ed i
n
or
der t
o
pre
v
ent
t
r
uanc
y
,
an
d
po
o
r
beha
vi
o
r
s
t
h
at
l
ead t
o
ski
ppi
n
g
, s
u
s
p
en
si
on
, and e
x
p
u
l
s
i
on [
3
]
,
[
4
]
.
T
h
e C
A
IB
S i
nves
t
i
g
at
i
on [
1
]
i
n
d
i
cat
es
that the iss
u
e
of low sc
hool at
tenda
nce is a
c
h
ronic one,
an
d
one
t
h
at
ca
n
negat
i
v
el
y
i
m
pact
st
ude
nt
s
u
c
cess i
n
sch
ool,
speci
fically
for
stu
d
e
n
ts wit
h
s
p
ecial needs.
M
o
re re
searc
h
i
s
neede
d
t
h
at
foc
u
ses
on
spe
c
i
a
l
educat
i
o
n
st
ude
nt
s as a
wh
ol
e, i
n
cl
udi
ng t
hos
e w
h
o
h
a
v
e
id
en
tified
as o
t
h
e
r h
e
alth
i
m
p
a
ir
m
e
n
t
s, m
u
ltip
le,
seriou
s ph
ysical i
m
p
a
ir
m
e
n
t
,
d
eaf-b
lind
n
e
ss, an
d
aut
i
s
m
,
as t
h
i
s
st
udy
di
d
n
o
t
i
n
cl
ude
i
n
-
d
e
p
t
h
i
n
fo
rm
at
i
on on t
h
ese i
ndi
vi
dual
s
. T
h
ere i
s
a l
ack
of
rese
arch
exam
ining sc
hool
attenda
nce
and s
u
cces
s
for stude
n
ts
w
ith s
p
ecial
needs.
While a
num
ber of studie
s ha
ve
identified ac
hievem
ent gaps for the
special
education and low incide
nc
e
disabilities groups [14] no recent
studies
ha
ve
specifically identified if
those a
c
hievem
ent ga
ps e
x
ist
becaus
e
of c
onti
nui
ng abse
nteeism
is
sue
s
specific to thes
e groups.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:22
52-
882
2
IJERE
Vol. 4, No. 4,
Decem
ber2015
:
165–169
16
8
5.
CO
NCL
USI
O
N
Th
is in
v
e
stigatio
n
ex
am
in
ed
th
e i
m
p
act o
f
no
t b
e
ing
p
h
y
si
cally p
r
esen
t in
th
e classroom
,
d
u
e
to
th
e
stu
d
e
n
t
’s ph
ysical illn
ess, m
e
n
t
al illn
ess,
o
r
ex
cused ab
sences fo
r do
ctor
v
i
sits.
Un
i
q
u
e
fro
m
o
t
h
e
r st
u
d
i
es,
t
h
i
s
i
nvest
i
g
at
i
on al
s
o
e
x
am
ined t
h
e i
m
pact
of s
u
sp
ensi
o
n
, e
x
p
u
l
s
i
o
n, a
nd
re
po
rt
ed
fr
eque
ncy
o
f
s
k
i
ppi
ng
scho
o
l
,
for stud
en
ts i
d
en
tified
with
d
i
sab
ilit
ies relativ
e
to
th
o
s
e who
are
n
o
t
.
As i
n
d
i
cat
ed
abov
e, m
o
re fo
cus
o
n
p
r
ov
id
ing
stu
d
e
n
t
s with
mean
in
gfu
l
and
eng
a
g
i
ng
opp
ortun
ities at sch
o
o
l
can
h
a
ve a b
i
g
i
m
p
act o
n
th
e
likelihood that
stude
nts will m
i
ss school
, or even ski
p
school. Buildi
ng
a sense of a le
arni
ng c
o
m
m
u
n
ity for
all typ
e
s o
f
st
u
d
e
n
t
s can
create a su
ppo
rtiv
e cu
lture th
at
yo
un
g
p
e
o
p
l
e d
e
sire to
p
a
rticip
ate in
, po
t
e
n
tially
m
i
ti
gat
i
ng t
h
e
fre
que
ncy
o
f
a
b
se
nces f
r
om
sch
ool
.
A
n
en
gagi
ng l
e
a
r
ni
n
g
com
m
uni
t
y
cul
t
u
re ca
n
pr
ovi
de a
so
cial bridg
e
to
h
e
l
p
stud
en
ts with
d
i
sab
ilities id
en
tif
y mo
re si
g
n
i
fican
tly with
th
eir
p
e
ers and
t
h
eir sch
ool
expe
riences
.
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NC
ES
[1]
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c Absenteeism Brei
f
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”,2014, Retrieved fr
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ub-key
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ink, J
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fte
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ctiv
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c
y
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Licht, BG., Gar
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Henr
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,
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[7]
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r
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rnes
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[9]
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,
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,
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he
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t
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n
ce Edu
cat
ion f
o
r K-12 S
p
ecial
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naly
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c Investigation
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ence on Hi
gher
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a
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[14]
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rovin
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udents with Disabilit
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org/pdf/ncd.
pdf.
BIOGRAP
HI
ES OF
AUTH
ORS
Eliz
abe
t
h Chris
t
ani is
a graduat
e
as
s
i
s
t
ant w
ithin
the Beegh
l
y
Co
ll
ege of Educ
ation
with a
specialized fo
cu
s in accred
ita
tio
n at Youngstow
n
State Univers
i
ty
. Sh
e is stud
y
i
ng
to
become a school ps
y
c
holog
ist. S
h
e curren
t
ly
hol
ds a degree
as an Interven
tion S
p
ecialist:
Mild to
Moderat
e
from
Kent
Stat
e Universi
t
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE I
S
SN
:
225
2-8
8
2
2
Ef
f
ect
of
Sc
ho
o
l
Abse
nces
o
n
GPAs
f
o
r
Di
s
a
bl
ed
St
u
d
e
n
t
s
(
E
l
i
z
abet
h
C
h
ri
st
ani
)
16
9
Laura R
e
vetti is a Special Ed
ucation Teach
er
in Niles City
Schools. She has been
teaching for 8
years. Laura has
a Bach
elor’s
de
gree in Edu
c
a
tio
n Interven
tion Speci
alist
Mild/Moderat
e
Disabilit
ies and
a
Mast
er’s
de
gree
in Edu
c
a
t
i
on Adm
i
nistrati
on from
Youngstown State Univ
ersity
.
She also h
a
s
her Princip
a
l’s License from Wrig
ht State
Univers
i
t
y
.
Lau
r
a re
cent
l
y
e
a
rne
d
another
M
a
ster’s degree
in Intervention Services from
Youngstown St
ate Univ
ersity
and is curre
n
t
ly
working on
her Education
Specialist
Degree
in Schoo
l Ps
y
c
ho
log
y
.
Laura
currently
serves on her Bu
ilding Leadership
Team,
Social
Com
m
itte
e,
and
is th
e Dep
a
rtm
e
nt He
ad
Te
acher
for Spe
c
i
a
l
Educ
ation
in
Ni
les.
Ashleigh Youn
g is a gradu
a
te assistant in
tern
for th
e Housing and R
e
siden
ce
Lif
e
department at Youngstown Stat
e University
while she is wo
rking towards her Educational
Specia
list Degre
e
. She is int
e
res
t
ed in res
earch
in
g high and low i
n
ciden
ce disab
ili
ties in
school aged
children. Ashleigh
has obtain
e
d both her Undergrad
u
ate Degr
ee in
Middle
Childhood Education and Masters of Educatio
n
Degree in Intervention Services from
YSU.
K
a
ren Larw
in
,
P
h
.D
. acquir
e
d
her P
h
.D
. from
Kent S
t
ate Un
ivers
i
t
y
in Ev
al
uation
,
Measurement, and
Statis
tics in
2007. She curr
ently
serves
as
a
professor at Yo
ungstown
State
Universit
y
. Dr.
La
rwin ha
s parti
c
ipa
t
ed
as
the
ev
alua
tor o
n
m
u
ltipl
e
f
e
der
a
l
and
statewid
e gran
t
supported proje
c
t
s over th
e past
decad
e. H
e
r pri
m
a
r
y
t
e
a
c
hing f
o
cus is in
the area of research methods, quantitativ
e me
tho
d
s, evaluation, and
measurement. She is
current
l
y
a Chair for the Am
erican
Evalu
a
tio
n Association’s Quantitativ
e Methods
:
Theor
y
and Design TIG.
Evaluation Warning : The document was created with Spire.PDF for Python.