La dinámica de la ausencia crónica y rendimiento de los estudiantes

Autores/as

  • Rebecca A. London University of California, Santa Cruz
  • Monika Sanchez Formerly of the John W. Gardner Center for Youth and Their Communities
  • Sebastian Castrechini San Francisco Unified School District

DOI:

https://doi.org/10.14507/epaa.24.2471

Palabras clave:

ausencia crónica, ausentismo, análisis longitudinal

Resumen

Los estudiantes con baja presencia pierden importantes oportunidades de aprendizaje y desarrollo, y la investigación muestra que están en mayor riesgo de resultados negativos. A pesar de un amplio cuerpo de investigación sobre "absentismo escolar" ausentismo crónico por lo general no se mide o controla los sistemas de datos en escuelas y está, por tanto, no se entiende bien. Este análisis hace uso de registros administrativos conectados y longitudinales para examinar ausencia crónica en los últimos años a los estudiantes de la escuela primaria y secundaria. Se investigaron los patrones de ausencia crónica con el tiempo, la falta crónica de ramas en los resultados educativos de los alumnos, y la continua ausencia de efectos a lo largo de los años escolares. Los resultados ilustran el carácter acumulativo de la ausencia crónica y el papel negativo de la falta crónica persistente del rendimiento escolar de los estudiantes. Se discuten las implicaciones de estos resultados para las políticas públicas y los procedimientos de intervención.

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Biografía del autor/a

Rebecca A. London, University of California, Santa Cruz

Dr. Rebecca London is an Assistant Professor in the Sociology Department at the University of California, Santa Cruz. Her research focuses on understanding the challenges faced by disadvantaged children and youth and the ways that communities and community organizations support young people to be healthy and successful. Using both qualitative and quantitative methods, she has conducted research in multiple fields, including: K-12 and post-secondary education, health and wellness, afterschool programs, welfare reform, the digital divide and children's living arrangements. Her research has been published in numerous journals, edited volumes, and policy briefs as well as presented at professional conferences, in community forums and in legislative testimony.

Monika Sanchez, Formerly of the John W. Gardner Center for Youth and Their Communities

Monika Sanchez is a former policy analyst at the John W. Gardner Center for Youth and Their Communities at Stanford University’s Graduate School of Education primarily working with the Center’s integrated longitudinal data system. She has worked mostly in the areas of student attendance, early childhood, and student health and wellness. Ms. Sanchez co-authored the recent 2016 publication, “A School-University Research Partnership to Identify Disengaged Students: A Descriptive Case Analysis of School Climate,” in Teachers College Record.

Sebastian Castrechini, San Francisco Unified School District

Sebastian Castrechini is Community Schools Research Analyst at San Francisco Unified School District and formerly a policy analyst at the John W. Gardner Center for Youth and Their Communities at Stanford University’s Graduate School of Education. He has worked as a teacher and assistant principal and has extensive experience in the realm of full-service community schools implementation and research. He has conducted community-engaged research on topics including full-service community schools, high school to postsecondary transitions, court-dependent youth, and youth fitness and play. 

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Publicado

2016-10-31

Cómo citar

London, R. A., Sanchez, M., & Castrechini, S. (2016). La dinámica de la ausencia crónica y rendimiento de los estudiantes. Archivos Analíticos De Políticas Educativas, 24, 112. https://doi.org/10.14507/epaa.24.2471

Número

Vol. 24 (2016)

Sección

Articles