As dinâmicas de ausência crônica e desempenho do aluno

Autores

  • 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

Palavras-chave:

ausência crônica, absentismo, analise longitudinal

Resumo

Estudantes com baixa presença perdem aprendizados importantes e oportunidades de desenvolvimento, e pesquisas revelam que eles estão em maior risco de resultados negativos. Apesar de ter um extenso corpo de pesquisa sobre “truancy”, absentismo crônico geralmente não é medido ou monitorado em sistemas de dados das escolas e é, portanto, não bem compreendido. Esta análise faz uso de registros administrativos ligados e longitudinais para examinar ausência crônica ao longo dos anos para alunos do ensino fundamental e médio. Investigamos padrões de ausência crônica ao longo do tempo, ramificações de ausência crônica sobre os resultados educacionais dos estudantes, e efeitos de ausência contínua ao longo dos anos escolares. Resultados ilustram a natureza cumulativa de ausência crônica e o papel negativo de ausência crônica persistente sobre resultados educacionais dos estudantes. Discutimos implicações desses resultados para políticas estatais e procedimentos de intervenções. 

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Biografia do Autor

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

Como Citar

London, R. A., Sanchez, M., & Castrechini, S. (2016). As dinâmicas de ausência crônica e desempenho do aluno. Arquivos Analíticos De Políticas Educativas, 24, 112. https://doi.org/10.14507/epaa.24.2471

Edição

v. 24 (2016)

Seção

Articles