Abstract

Abundant empirical research points to a significant number of students not going to school across the United States. Further yet, there exists strong research consensus that absenteeism predicts negative and persistent academic outcomes for students. LEAs and related stakeholders have rightly adopted measurement and intervention on student absenteeism as part of accountability efforts to ensure quality school instruction. But what has been missing from research and policy discourse is what absenteeism means in the context of students with disabilities. This study examined 49,629 cases comprised of 3rd–8th grade students with and without Individual Education Programs (IEPs) under the category of specific learning disabilities (SLDs). This study used logistic regression modeling to examine the interaction between IEP-SLD status and different levels of absenteeism on academic achievement as measured by passing or not passing criterion reference tests. Results support prior research that absenteeism negatively relates to achievement. Results however yielded inconclusive patterns on the interaction between IEP-SLD and absenteeism. Interaction results cannot generate inferences to a clear relationship, but yield cautionary lessons to inform related research that seeks to determine the relationship given institutional constraints, methodological aspirations, and legal mandate.

摘要

大量的实证研究表明，美国各地有大量学生没有上学。此外，存在强烈的研究共识，即缺勤会预测学生的消极和持久的学业成绩。LEA 和相关利益相关者正确地采用了对学生旷课的衡量和干预措施，作为确保学校教学质量的问责工作的一部分。但是，研究和政策讨论中缺少的是缺勤在残疾学生的背景下意味着什么。本研究调查了 49,629 个案例，这些案例包括在特定学习障碍 (SLD) 类别下有和没有个人教育计划 (IEP) 的 3-8 年级学生。本研究使用逻辑回归模型来检查 IEP-SLD 状态与通过或未通过标准参考测试衡量的不同学业成绩缺勤水平之间的相互作用。结果支持先前的研究，即旷工与成就呈负相关。然而，结果对 IEP-SLD 和旷工之间的相互作用产生了不确定的模式。交互结果不能推断出明确的关系，但会产生警示性的教训，为相关研究提供信息，这些研究旨在确定给定制度约束、方法论愿望和法律授权的关系。然而，结果对 IEP-SLD 和旷工之间的相互作用产生了不确定的模式。交互结果不能推断出明确的关系，但会产生警示性的教训，为相关研究提供信息，这些研究旨在确定给定制度约束、方法论愿望和法律授权的关系。然而，结果对 IEP-SLD 和旷工之间的相互作用产生了不确定的模式。交互结果不能推断出明确的关系，但会产生警示性的教训，为相关研究提供信息，这些研究旨在确定给定制度约束、方法论愿望和法律授权的关系。