Compulsory Attendance Research Articles

State Schooling Policies and Cognitive Performance Trajectories: A Natural Experiment in a National US Cohort of Black and White Adults.

Education is strongly associated with cognitive outcomes at older ages, yet the extent to which these associations reflect causal effects remains uncertain due to potential confounding. Leveraging changes in historical measures of state-level education policies as natural experiments, we estimated the effects of educational attainment on cognitive performance over 10 years in 20,248 non-Hispanic Black and non-Hispanic White participants, aged 45+ in the REasons for Geographic and Racial Disparities in Stroke (REGARDS) cohort (2003-2020) by (1) using state- and year- specific compulsory schooling laws, school-term length, attendance rate, and student-teacher ratio policies to predict educational attainment for US Census microsample data from 1980 and 1990, and (2) applying policy-predicted years of education (PPYEd) to predict memory, verbal fluency, and a cognitive composite. We estimated overall and race- and sex-specific effects of PPYEd on level and change in each cognitive outcome using random intercept and slope models, adjusting for age, year of first cognitive assessment, and indicators for state of residence at age 6. Each year of PPYEd was associated with higher baseline cognition (0.11 standard deviation [SD] increase in composite measure for each year of PPYEd, 95% confidence interval [CI]: 0.07, 0.15). Subanalyses focusing on individual cognitive domains estimate the largest effects of PPYEd on memory. PPYEd was not associated with rate of change in cognitive scores. Estimates were similar across Black and White participants and across sex. Historical policies shaping educational attainment are associated with better later life memory, a major determinant of dementia risk.

A possible transformation of tourism education: A chaos theory perspective

Recently, there has been a likely transformation from traditional face-to-face education to distance education and hybrid models. Higher tourism education has undergone these changes concordantly as it incorporates an applied field. Therefore, an atmosphere of uncertainty and chaos has arisen in universities. The study approaches the effects of the pandemic on the education system through the perspective of chaos theory. The data were collected from tourism academics, one of the pillars of the higher education system. Semi-structured in-depth interviews were conducted with 21 lecturers. Study findings revealed that the lack of compulsory attendance reduced student participation in online classes. Accordingly, low student attendance resulted in the lack of lecturer-student interaction in courses, negatively impacting lecturer motivation and highlighting the inefficiency of distance education. The study also provides clues regarding differences and managerial implications experienced by public and foundation universities during the pandemic.

Country Report

As a result of the acts of devolution in Scotland, Wales, and Northern Ireland, the education systems of each nation (plus England)tea are different. Differences may pertain to the age students start following the national curriculum, what the national curriculum includes, public exam bodies, and ages of compulsory school attendance. As such, this country report will focus on philosophy in schools in England. Isolating data solely to England, however, will not always be possible, for example concerning the numbers of students taking A Level Philosophy which is taken in all nations.

Compulsory kindergarten education and early teenage literacy in the Philippines

We assessed the impact of compulsory kindergarten education on early teenage basic and functional literacy skills achievement using a large-scale natural experiment in the Philippines. In 2012, the Philippine government mandated compulsory kindergarten attendance for children aged five years or older prior to enrolling in the country’s basic education cycle. This created a non-trivial discontinuity in the propensity of kindergarten school attendance among different cohorts of children, which we exploited in this study. We find that children who were exposed to the policy were no more likely to be able to read, write and calculate by age 11–13 years when contrasted with comparable peers who were not compelled to attend kindergarten. However, those who were exposed to the policy were more likely to reach full functional literacy by early teen-age, which is likely due to dynamic complementarities in skills formation. While other children were able to eventually catch up with basic literacy skills in later childhood, children who attended kindergarten were more likely able to read and write before entering primary school, which likely allowed them to develop further skills later.

Education legislations that equalize: a study of compulsory schooling law reforms in post-WWII United States

Compulsory schooling laws are commonly believed to be effective measures in ensuring individuals benefit from education. However, their implications for racial equality are less-apparent. Exploiting timing and geographic variation in legislation reforms among Southern U.S. states, this study evaluates the differential impact of minimum school-leaving age requirements on short- and long-term labor market outcomes between Black and White men. Results show that each additional year of compulsory schooling produces about 7.3–8.2% increase in adulthood weekly income. While there exists a substantial gap in returns to education between Black and White men at early career stages, this gap is reduced by 37 percentage points at mid-late career. Findings imply that mandating compulsory school attendance motivates both Black and White men to stay in school longer, and thus reducing racial gaps in returns to education.

Health and school difficulties of children in foster care in the experience of their foster parents

The period of compulsory school attendance is a mentally very challenging period for children in foster care, which can be impacted by complex developmental trauma stemming from the child's experience in foster care with cumulative and chronic traumatic events in his/her biological family. These events have taken place over a long period of time in interpersonal relationships usually related to caregivers, in the form of abandonment of the child by the caregiver, changing caregivers, lack of safe space and necessary support for the child from the family and school, and/or deficiencies in the provision of coordinated health and social care for both the child and the foster parents. The paper presents research findings supported by a statistical analysis of health and school difficulties in children in foster care related to their school attendance. The purpose of the research was to support the quality and coordination of services of non-profit organizations providing social, health and educational services to foster families and their children during school attendance to support the school success and well-being of children. The study was implemented as part of a dissertation at the University of South Bohemia in České Budějovice in the Czech Republic on the topic of promotion of the health, social and psychological well-being of school-aged children in the context of their school and family environment. The authors carried out a questionnaire survey in the Czech Republic among a selected sample of respondents, who were foster parents of children aged 6 to 15 attending primary school in the Pardubice Region. In a total sample of 102 respondents, we identified two different groups. One group – 64 respondents with healthy children and another group – 38 respondents with children with health difficulties. The aim of the research was to compare the assessments of the intensity of school difficulties of children in foster care in groups of respondents with or without a child with health difficulties or mental illness in their foster care. The hypothesis of a difference in assessments of school difficulties in children with/without health difficulties was formulated and statistically tested (H0: ratings of the intensity of difficulties are the same in both groups). Statistical testing of the hypothesis utilised the non-parametric Mann-Whitney test with the test results being significant at the level of significance p<0.05. Correlation was observed for each difficulty and exploratory cluster analysis shows their interrelationships. The study results according to the foster parents' assessment show a high intensity of difficulties of school-aged children in foster care in their inclusion in the classroom in establishing relationships with classmates (p-value =0.9), in a negative attitude towards learning and lack of motivation to learn (p-value =0.7) experiencing nervousness, internal tension and staying focused when learning. In addition, when comparing the groups of respondents with healthy children and children who have health difficulties/mental illness, there was a statistically significantly higher intensity of difficulties in the group of respondents with children with health difficulties when doing prep work for the classes (p-value =0.00075).

Development of Automated Attendance System Using Pretrained Deep Learning Models

Abstract - Smart classroom enables better learning experience to the students and aid towards efficient campus' management. Many studies have shown positive correlation between attendance and student's performance, where the higher the attendance, the better the student's performance. Therefore, many higher learning institutions make class attendance compulsory and students' attendance are recorded. Technological solutions for an advanced attendance system such as face recognition is highly desirable. The authenticity of attendance can be ensured by using such solution. In this work, artificial intelligence based face recognition system is used for attendance recording system. The recognized face is used to confirm the presence of a student to the class. Six pretrained face recognition model are evaluated for the adoption in the system developed. The FaceNet, is adopted in this work with accuracy of more than 95%. The automation system is supported by IoT.

The First Steps of the Auxiliary School at the Turn of the 19th and 20th Centuries in Hungary

Among the public education efforts at the end of the 19th century, the compulsory school attendance. There were a significant number of compulsory school children whose physical and mental condition did not allow them to attend public schools. For them, they also looked for opportunities at the international level that would help them become useful members of society. This was provided by the auxiliary school for disabled children. At the turn of the century, the need for this became clear not only to professionals, but also to the government. The pedagogical press of the turn of the century also dealt with the admission possibilities of these students, the training of their teachers, their teaching methodology, and their future employment opportunities.

School Absenteeism and Anxiety Disorders

Many children and adolescents in Germany do not attend school regularly despite compulsory school attendance. Some of them only miss a few lessons, while others stay away from school for whole days, months or even years. The article shows how anxiety disorders can be the cause of school absenteeism and how this can be treated therapeutically.

Engineering Students’ Performance in Communication Skills Courses: Does Attendance Really Matter?

Compulsory attendance in communication skills courses offered at colleges of engineering seems to be a problematic issue for many students because it prevents them from performing well in such courses. Many students believe that time spent on these courses comes at the expense of focusing on core courses and worsens their overall performance in these courses. As such, the purpose of this study is to investigate the relationship between attendance and students’ overall performance in communication skills courses for the sake of providing suggestions that would enhance students’ performance as well as allowing them to allocate more time to the core courses they are enrolled in. Making students’ life easier would not only improve their status at the educational level but would also create a feeling of comfort and satisfaction in their surroundings, particularly among family members and friends. Participants in the study are university students enrolled in the college of engineering at a Middle Eastern university. The study yields significant results showing that compulsory attendance has no significant relationship with students’ overall performance in communication skills courses. Relaxing attendance regulations might provide some margin of freedom for students to focus more on the engineering core courses without compromising their success in communication skills courses. The study provides significant recommendations that stakeholders can utilize to motivate students to perform well in communication skills courses while addressing any concerns they might have regarding the core courses they are enrolled in.

홈스쿨링의 헌법적 허용성 검토

Since the transition to universal education in Korea after the modern era, education has been predominantly led by the state, defining contemporary education as school-based education. It is true that school education has undeniably played a significant role in the development of our education. However, this state-led educational system, while normatively significant in realizing the right to receive equitable education, has started to reveal a variety of issues in terms of the societal realization of individual needs. A number of strategies has been proposed to address these challenges, and among them are individuals attempting a novel form of education outside the traditional school system, called homeschooling. The beginning of homeschooling was a complaint from the state-led education system, but now homeschooling is being done for various grounds. Homeschooling is becoming a new form of education outside of school. For a new system to be formally established via norms, it must undergo diverse discussions from conceptual definition to institutionalization prior to finally achieving normative institutionalization. While homeschooling can be considered a new system from the perspective of the right to receive education, it simultaneously presents inherent challenges within the existing legal framework of the present state-led school education system. Until formal institutionalization via the establishment of legal norms, such discussions can only remain ongoing. If we interpret Article 31, Paragraph 2 of the Constitution as an obligation to provide education at the level determined by law rather than compulsory attendance, homeschooling could be permissible. In order to bridge the gap between institution and normative regulation in this respect, the state should speed up institutionalization via legislation to ensure children's right to receive a certain level of education and a safe educational environment via home schooling. Moreover, homeschooling is derived from the constitutional right to the fundamental education of children under Article 31 of the Constitution, as well as the parental right to the education of their children under Article 31, Paragraph 1, and Article 36, Paragraph 1 of the Constitution. The subjects of homeschooling are the child and the parent, and when the rights of these two subjects conflict, the parental right to educate the child should be realized within the scope that does not infringe upon the child's right to basic education. Homeschooling is a necessary system in terms of diversity as an educational way for children in a diversified modern society.

Wheeling into school and out of crime: Evidence from linking driving licenses to minimum academic requirements

“No Pass No Drive” (NPND) laws deny or revoke driver's licenses to minors if they drop out of school, are frequent truants, show behavioral problems, or have a low academic performance. Using Federal Bureau of Investigation (FBI) arrest data, we exploit state, time, and cohort variation to show that NPND laws are associated with a significant decline in total crime, DUI and property crimes among 16 to 18 year old males, and in DUIs among 16 to 18 year old females. We argue that NPND laws are a relatively low cost policy alternative to compulsory attendance laws that increase education and generate positive externalities. To explore unreported in-school crimes, we use micro data from the Youth Risk Behavior Survey (YRBS) and find that NPND laws decrease in-school risky activities. However, we also find that they have unintended consequences for in-school risky behavior when accompanied with strict academic or behavioral requirements.

‘Because They Were Jews!’ The Postwar Artworks of David Friedmann as Eyewitness Testimonies

ABSTRACT This essay presents the work of David Friedman(n) (1893–1980), a renowned Berlin artist whose successful prewar career abruptly ended when Hitler came to power. He was banned from his profession, chased from his home, and his first wife and daughter were murdered. The Nazis looted his work and destroyed his promising career. Friedmann survived the Lodz ghetto and Auschwitz to paint again. First shown in Český Dub, Czechoslovakia on January 27, 1946, then in Western Bohemia, Prague, Jerusalem and Tel Aviv, this cycle was one of the first exhibitions of Holocaust art in the world. Friedmann's exhibitions at former Sudetenland towns in Western Bohemia were utilized as a ‘denazification’ tool by local education councils. Announcements and posters invited Slav nationals to a celebratory opening and viewing of the exhibition – with compulsory attendance for ethnic-Germans over the age of fifteen years. Every visitor paid admission. Germans failing to appear did not receive their ration cards. Town officials gladly offered the necessary exhibition halls, for it was in their own interest to show to the Germans still living there, scenes from the ghetto and the concentration camps, by the hand of an artist as witness. When asked, David Friedmann explained his paintings to Sudeten Germans unwilling to believe their countrymen had perpetrated such atrocities against the Jews. Friedman translated his haunting memories into more than 100 works and titled his series, ‘Because They Were Jews!’ Personalized descriptions supplement his artwork creating a singularly detailed pictorial and written record of the Holocaust. Friedman continued to fight antisemitism and racial prejudice by educating the public with his Holocaust art exhibitions.

“I realized that I can express myself”: Motivational Drives behind Freshmen Attendance in Lectures

This paper reports the findings of a research study conducted to understand the main motivational drives behind attendance in lectures and whether the drives differ based on the attendance rate. The study particularly seeks to gain insight into the attendance reasons reported by freshmen students for a mass course offered in a higher education context. The participants of the study consisted of 158 freshmen students studying at the Faculty of Humanities and Social Sciences in İstanbul, Türkiye. The research design collected qualitative data through semi-structured interviews and quantitative data through statistical data that describes the students’ attendance rates. The analysis of the data showed that the students were primarily motivated by the lecturer’s style. According to the students, their lecturer’s way of teaching, attitude towards the students and providing room for self-expression play major role for their motivation to attend the lectures. The secondary motivation for freshmen was found as the syllabus with an interesting content, suggested readings and bonus points. Additionally, some of the students stated that they attended the lectures only because the attendance is compulsory. Regarding the change of motivational drives based on the attendance rates, the data revealed that compulsory attendance do not have an impact on the attendance of students with very high attendance rates. In the paper, the results are discussed based on the relevant literature and the implications for increasing motivation in higher education contexts are provided.

Effect of commuting on the academic performance of students in higher technical education and their physical and emotional state

ABSTRACT This study establishes a relationship between commuting time and academic attainment of Bachelor of Technology students in face-to-face lectures and labs. A group of 244 students from a private university in India participated in this study. Surveys were conducted to know the specific effect of commuting time on students’ academic performance and their physical and mental state. This study reveals that commuting time has a negative correlation and a weak or moderate effect on academic performance. The results exhibited that 53% of commuting students found commuting a hindrance in class punctuality and regularity while 86% of students felt constant stress of getting debarred in the exam, in case of failing to maintain required attendance. This study will help academic administrators to frame academic policies to create a better academic environment for higher education students in India as well as in the countries having compulsory attendance policies.

A gap in criminal law harmonization: different reactions to illegal gambling in different legal cultures

Substantive criminal law regulation of European countries share major similarities. The reason behind this phenomenon is the fact that certain cultural aspects have had their influence on most of the societies of the continent. Discussing the roots of the common European culture, we have to emphasize the role of Christianity, the legacy of Greek philosophers and the reception of Roman law. Nevertheless, the concept of certain criminal offences may diverge because of the different legal approaches of the same problems. Taking a simple example, the system of public education is probably regulated in detail by the majority of countries. However, the way of regulation highly depends on the values followed by the specific society. Sticking to our example, at what age should a child start to attend elementary school? Obviously, there is no universally acceptable answer to this question. If we imagined a legal system where the failure of making our children attend school is considered a crime, then the rules of compulsory school attendance would be, implicitly, a fundamental part of the definition of this offence. This absurd experiment of thought clarifies that a comparative analysis in the field of criminal law may reveal considerable differences even between resembling legal systems whenever a criminal offence is based on administrative law regulation. That is why the examination of the concept of illegal gambling is a promising field of research: due to a variety of reasons, it is without a doubt that each country has its own instruments to punish this kind of activity, but legal definitions and applied methods are most likely not alike. In the present paper, we introduce a Western, a Central and an Eastern European example to demonstrate diverse approaches. After that, we attempt to outline the essential characteristics of a globally significant, serious social problem, the compulsive gambling to see which strategy proves to be the most suitable to treat it.

AN ANALYSIS OF PERSONAL FACTORS AFFECTING LEARNING MOTIVATION: A RESEARCH ON THE ONLINE EDUCATION PROCESS DURING COVID-19 PERIOD IN TURKIYE

In 2019 Covid-19 appeared and spread quickly all over the world, affecting every structure of society, as well as the education system. One of the measures taken to prevent the further spread of the disease was mandatory online education at universities in Turkey. This sudden change has significantly affected students' learning motivations for face-to-face education. In this context, this study aims to determine the factors of arousal, beliefs, goals, and needs that affect the students' learning motivations as personal factors during online education in Turkey during the Covid-19 pandemic. For this aim, a semi-structured interview technique was used on a sample of 34 students. According to the findings, the internal factors on arousals were; mainly interest/curiosity and the external factors on arousals were mainly; compulsory attendance requirements. Also, the internal factors on success beliefs were mainly; determination, and the external factors mainly include motivational speeches. Besides, the internal factors on goals were mainly; the need to learn for the future, and the external factors on goals were mainly; homework and studies. Lastly, findings indicated that the internal needs of the students were mainly; success, and the external needs were mainly; communication

Let's Give Ear to the University Students Attending and Not Attending Synchronous Online Lessons!

Seeing that an overwhelming number of the students enrolled in the courses she offered did not attend the synchronous online lessons, the researcher felt the need for carrying out this qualitative case study to investigate the reasons behind it from the perspective of not only the non-attending but also attending students. Two qualitative surveys were conducted to collect the data. One was prepared for the students (n = 20) regularly attending the online lessons and the other was developed for the students (n = 20) who did not attend the lessons. The findings showed that low levels of student motivation, absence of compulsory attendance, and technical problems were reasons for the low level of student attendance to the synchronous online lessons.

The Intermediate Education (Ireland) Bill 1878: “a very imperfect attempt to aid Irish intermediate education”?1

ABSTRACT Discussions bearing upon the provision of intermediate (post-primary) schooling in Ireland in the nineteenth century were inextricably interwoven with debates regarding Catholic autonomy there. The establishment, in 1878, of the intermediate system, cannot be understood outside the context of Irish Catholic grievances, imagined or otherwise. This article excavates that theme within the context of the parliamentary debate that resulted in the passing of the Intermediate Education (Ireland) Bill 1878. The study does not range beyond this remit, rather, it seeks to demonstrates how hostility to the Bill, as a form of discreet funding of denominationally owned schools in Ireland, was implicit within objections to the absence of inspection, the form that payment for results might take and, on occasion, explicit in terms of antagonism to state funded Catholic intermediate-type schooling there. Intermediate schools were similar to present-day secondary schools in that they were intended for pupils who had completed primary school and entered pupils for terminal examinations. However, even in the period we are dealing with, definitions were vague. However, for the purposes of convenience, “intermediate”, rather than “secondary” is employed throughout. Intermediate education should not, however, be understood in the contemporary sense of a system underpinned by public money, designed, with a compulsory attendance element, to cater for all and staffed by trained graduates. We are not concerned with individual schools, their daily operation or the development of schools by denominational communities; rather, the article excavates the parliamentary discussion with a view to better understanding the denominational and practical challenges the Intermediate Education (Ireland) Act faced before becoming legislation.

Reincluding: Providing Support to Reengage Youth who Truant in Secondary Schools.

Truancy, a complex, unresolved educational issue in countries with compulsory attendance policies, has the potential to cause further educational inequity in times of a global COVID-19 pandemic. At the time of this study, there was a paucity of research regarding youth perspectives of truancy compared to adult perspectives. To address this gap in truancy scholarship, data from a grounded theory study were used to indicate how a sample of 13 students who were truant in New Zealand explained their experiences of reinclusion in learning after persistent absences. Findings showed that support by a significant adult, not necessarily a teacher, and peers were vital in helping youth who are truant to develop a positive and determined attitude to reengage with learning. Results will support school leaders, counsellors, and teachers to further develop inclusive approaches that promote student well-being and achievement.