Abstract
The following quantitative study examined the short-term effects of student absences on student math growth and the moderator effects of student achievement levels on fourth and fifth grade students at a high-performing elementary school in central Massachusetts. Through independent-samples t-tests and moderation analysis, the study assessed the need for increased school-based interventions to reduce student absences. Data analysis failed to determine that student absences had short-term effects on student math growth or that the short-term effects were moderated by student achievement levels. Complementary analysis was conducted on Massachusetts public elementary and middle schools to assess the relationship between student math performance and absentee data. Correlational analysis revealed a statistically significant negative relationship between the percentage of chronically absent students and student math performance. Similarly, data analysis found a statistically significant positive relationship between school attendance rates and student math performance. In connection with the study’s complementary analysis and previous research about student absenteeism, the researcher proposed a set of recommendations to reduce student absenteeism through the implementation and management of a multi-tiered program. Specifically, the multi-tiered program aimed to provide universal supports for all students, while also providing at-risk and chronically absent students and their families with targeted inventions.
Keywords: chronically absent students, correlational analysis, independent-samples t- tests, moderation analysis, multi-tiered program, school attendance rates, short-term effects, student absenteeism, student achievement levels, student math growth