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dc.contributor.authorJones, Doris Jeanen_US
dc.date.accessioned2014-03-14T20:10:13Z
dc.date.available2014-03-14T20:10:13Z
dc.date.issued2006-04-07en_US
dc.identifier.otheretd-04202006-154606en_US
dc.identifier.urihttp://hdl.handle.net/10919/27055
dc.description.abstractToday, regular school attendance is an important factor in school success (Rothman, 2001). Research has shown a direct correlation between good attendance and student achievement (Dekalb, 1999). Poor attendance has been linked to poor academic achievement (Ziegler, 1972). With the increase in accountability for school districts in Virginia surrounding the Standards of Learning (SOL) test and the No Child Left Behind (NCLB) legislation of 2001, educators are faced with a significant challenge to reduce the rate of absenteeism to increase students' achievement in school. “Students who are absent from school receive fewer hours of instruction; they often leave education early and are more likely to become long term unemployed, homeless, caught in the poverty trap, dependent on welfare and involved in the justice system” (House of Representatives, 1996 p. 3). Researchers have sought to find factors that contribute to student non-attendance (Odell, 1923; Reid, 1999; Mitchell, 1993). This study investigates the impact of student attendance, socio-economic status and mobility on student achievement of third grade students in two Title I schools in a Southeastern Virginia School District, with grades PK-3, as determined by the Virginia Standards of Learning (SOL) English and math tests scores.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartjonesapproveddissertationsapr7.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectSocio-Economic Statusen_US
dc.subjectStudent Achievementen_US
dc.subjectStudent Attendanceen_US
dc.subjectMobilityen_US
dc.titleThe Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schoolsen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairTwiford, Travis W.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04202006-154606/en_US
dc.date.sdate2006-04-20en_US
dc.date.rdate2008-05-04
dc.date.adate2006-05-04en_US


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