The Relationship Between Absences and Passing Tests for Students With and Without Specific Learning Disabilities

Abstract

Abundant empirical research points to a significant number of students not going to school across the United States. Further yet, there exists strong research consensus that absenteeism predicts negative and persistent academic outcomes for students. LEAs and related stakeholders have rightly adopted measurement and intervention on student absenteeism as part of accountability efforts to ensure quality school instruction. But what has been missing from research and policy discourse is what absenteeism means in the context of students with disabilities. This study examined 49,629 cases comprised of 3rd–8th grade students with and without Individual Education Programs (IEPs) under the category of specific learning disabilities (SLDs). This study used logistic regression modeling to examine the interaction between IEP-SLD status and different levels of absenteeism on academic achievement as measured by passing or not passing criterion reference tests. Results support prior research that absenteeism negatively relates to achievement. Results however yielded inconclusive patterns on the interaction between IEP-SLD and absenteeism. Interaction results cannot generate inferences to a clear relationship, but yield cautionary lessons to inform related research that seeks to determine the relationship given institutional constraints, methodological aspirations, and legal mandate.