The Link between School Absenteeism
and Achievement
A WebQuest by Laurie Halitzer
Bay Ridge Preparatory School
lhalitzer@bayridgeprep.org
Introduction
Every student enjoys a “mental health day” once in a while,
but when absenteeism becomes chronic, it is likely to affect students’
achievement in the long run. According to the National Center for
Children in Poverty, absenteeism appears to be on the rise across
the country, but particularly among students of low socio-economic status. We
have seen student absenteeism and lateness increase at Bay Ridge Preparatory
School as well. Research has shown that there are links between school
attendance and achievement on standardized testing, graduation rates, and
dropout rates. Achievement can be affected both in the long term and the short
term. It is the goal of this WebQuest to decrease student absenteeism and
lateness at Bay Ridge Prep, and perhaps to serve as a model for other schools
to follow should we achieve success.
Task
For this project, you will pretend that you are a member of
the school board at BRP, and your task is to determine the causes, effects, and
possible solutions to this problem. Your assignment involves the following
three tasks:
· Completion of worksheets 1-6 of the Public Policy Analyst (see “Process” below)
· A 5-page report detailing the rates of absenteeism and lateness at BRP, effects of absenteeism, current solutions, and a new solution
· A 3-5 minute presentation on the topic using either Prezi or PowerPoint
Process/Resources
You must use the Public Policy Analyst
discussed in class to examine the following parts of the issue:
4. Evaluate an existing policy
By clicking the links for numbers 1-6, you will be brought to worksheets that you must complete and submit to show that you have gone through each part of the process. You should then use the information that you obtained to complete the report and the presentation.
Additional Resources:
A Report on School Absenteeism
The Effects of Excessive Absenteeism in Schools
Absence from School: A Study of its Causes and Effects
Evaluation
Following are the rubrics for the report and the power point presentation:
REPORT RUBRIC
|
Element |
4 Exceeds Standard |
3 Meets Standard |
2 Almost at Standard |
1 Below Standard |
|
Introductory paragraph |
The introduction is inviting, states the main topic and previews the structure of the paper. Includes all necessary elements of an introductory paragraph. |
The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. Includes all necessary elements of an introductory paragraph. |
The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Does not include all the necessary elements of an introductory paragraph. |
There is no clear introduction of the main topic or structure of the paper. Does not include all the necessary elements of an introductory paragraph. |
|
Body paragraph organization |
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. Supportive sentences clarify and explain the topic sentence |
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. Supportive sentences clarify and explain the topic sentence |
Some details are not in a logical or expected order, and this distracts the reader. Supportive sentences do not always clarify and explain the topic sentence |
Many details are not in a logical or expected order. There is little sense that the writing is organized. Supportive sentences do not clarify and explain the topic sentence |
|
Focus on Topic (Content) |
There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. |
Main idea is clear but the supporting information is general. |
Main idea is somewhat clear but there is a need for more supporting information. |
The main idea is not clear. There is a seemingly random collection of information. |
|
Conclusion (Organization) |
The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." Includes all the necessary elements of a closing paragraph |
The conclusion is recognizable and ties up almost all the loose ends. Includes all the necessary elements of a closing paragraph |
The conclusion is recognizable, but does not tie up several loose ends. Does not include all the necessary elements of a closing paragraph |
There is no clear conclusion, the paper just ends. Does not include all the necessary elements of a closing paragraph |
|
Grammar & Spelling (Conventions) |
Consistently follows rules for spelling and correct use of grammar. Uses complete sentences and consistently indicates paragraphs. |
Generally follows rules for spelling and correct use of grammar. Uses complete sentences generally and indicates paragraphs often. |
Mostly does not follow rules of spelling and correct use of grammar. Mostly exhibits errors in sentence structure that impede communication. Generally does not indicate paragraphs |
Does not follow rules for spelling and correct use of grammar. Uses sentence structure that makes it quite difficult to understand. Does not use paragraphing. |
|
|
|
|
|
Total Points: ___/20 |
POWER POINT RUBRIC
|
ELEMENT |
Exemplary |
Proficient |
Partially Proficient |
Unsatisfactory |
POINTS |
|
Introduction |
3 points The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. |
2 points The introduction is clear and coherent and relates to the topic. |
1 point The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience. |
0 points The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience. |
___/3 |
|
Content |
3 points The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from * primary sources. |
2 points The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources. |
1 point The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear unreliable. |
0 points The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear. |
___/3 |
|
Layout |
3 points The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space. |
2 points The layout uses horizontal and vertical white space appropriately. |
1 point The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background. |
0 points The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. |
___/3 |
|
Citations |
3 point Sources of information are properly cited and the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using appropriate citation format. |
2 points Most sources of information use proper citation format, and sources are documented to make it possible to check on the accuracy of information. |
1 point Sometimes copyright guidelines are followed and some information, photos and graphics do not include proper citation format. |
0 points No way to check validity of information. |
___/3 |
|
Writing Mechanics |
3 points The text is written with no errors in grammar, capitalization, punctuation, and spelling. |
2 points The text is clearly written with little or no editing required for grammar, punctuation, and spelling. |
1 point Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors) |
0 points Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors) |
___/3 |
|
TOTAL POINTS |
___ /15 |
||||
Conclusion
By completing this assignment, you are potentially helping schools and students across the country by generating solutions to the absenteeism problem. You could be helping to position students to be more successful post-high school.
Standards
This assignment will help students to meet the following NYS Common Core Standards:
Grades 9-10 Writing Standard #2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Grades 9-10 Writing Standard #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Grades 9-10 Writing Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 68.)
Grades 9-10 Writing Standard #6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Grades 9-10 Literacy in History Standard #9: Compare and contrast treatments of the same topic in several primary and secondary sources.
Grades 9-10 Writing for History Standard #2a: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia, when useful to aiding comparison.
Grades 9-10 Writing for History Standard #7: 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation