Abstract
This study examines chronological patterns of attendance and academic performance of urban students who are identified as truants in Grade 8. A chronological review of 42 student records, from school entry through Grade 8, identified high frequencies of absenteeism and academic performance issues beginning at school entry and, in many cases, persisting throughout elementary and middle school years. Results suggest that ongoing analysis of attendance data within a school system could help to identify early patterns of absenteeism that lead to truancy in upper elementary and middle school grades. Additionally, the study indicates a need for socioemotional support, as well as early and appropriate referral and evaluation for children who are struggling in school, and it calls into question the practice of retention and social promotion as a response to absenteeism and poor school performance among elementary school children.
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