Abstract
<p style="text-align:justify">Absenteeism is of great concern for K–12 school students in the United States. The aim of this study is to evaluate effects of parental participation types in absenteeism of Elementary and Secondary Education (K-12) students in the United States. We analyze the data of the U.S. Department of Education (Hanson et al., 2019), in relation to students, schools and parents’ characteristics, along with various parental involvement activities, for exploring how these factors influence K-12 students’ absenteeism in the United States. We employ Chi-square tests for the significance of relationships between parental involvement types and absenteeism of K-12 students. We also undertake multiple logistic regression analyses to evaluate the significance and odds of K-12 students’ absenteeism due to parental involvement activities and other underlying factors. The results of bivariate analyses suggest that parental involvement types are significantly associated with K-12 absenteeism (chi-squared p-value<0.05). Multiple logistic regression analysis reveals that only a subset of underlying parental activities is significantly related to higher odds of absenteeism as measured by estimates of odds ratios (OR) and 95% confidence interval estimates. It also suggests that parental education, ethnicity and poverty adjusted for other factors also significantly affect absenteeism.</p>
Highlights
Being present in school is one of the most fundamental conditions for students’ academic successes
Multiple logistic regression analysis reveals that only a subset of underlying parental activities is significantly related to higher odds of absenteeism as measured by estimates of odds ratios (OR) and 95% confidence interval estimates
It is to be noted that the survey data is always equipped with survey weight, which compensates for different aspects of the sampling or of data collection processes due to stratification and nonuniformity of sample across different groups
Summary
Being present in school is one of the most fundamental conditions for students’ academic successes. An absence of this fundamental condition may be referred to absenteeism. Various aspects and forms of definitions of absenteeism appear in available literature and researches (Bauer et al, 2018; Chang et al, 2018; Henderson et al, 2014; Rasasingham, 2015; Reid, 2005; Teasley, 2004). Absenteeism has a negative and significant relationship with students’ academic achievement outcomes (Gershenson, et al, 2017; Gottfried, 2010, 2011; Gottfried & Kirksey, 2017).
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