School Attendance Outcomes Research Articles

One-to-one counselling and school attendance in the UK: a single group pre-post study

ObjectiveAbsence rates remain high in UK schools, with negative implications for attainment, life chances and inequality. Reasons for non-attendance are complex but include psychosocial factors. Few UK-based studies have evaluated...

The role of financial inclusion in improving household well‐being

AbstractUsing a nationally representative household survey data collected from Ghana, this paper investigates the relationship between financial inclusion and household well‐being. The paper computes a comprehensive index for financial inclusion incorporating all its dimensions: availability, accessibility, usage and quality. Our econometric analyses employ both discrete and continuous models to produce robust results. The main result indicates that there are significant welfare gains from increased financial inclusion irrespective of its measure and control for endogeneity. The results also suggest that enhanced financial inclusion increases the likelihood of improving food consumption, medical treatment, cash income and school attendance outcomes. Thus, there is a clear policy implication: increasing financial inclusion will significantly contribute to the attainment of some key Sustainable Development Goals (SDGs).

Maternal alcohol use disorder and child school attendance outcomes for non-Indigenous and Indigenous children in Western Australia: a population cohort record linkage study

ObjectivesExamine the relationship between maternal alcohol use disorder and child school attendance outcomes for non-Indigenous and Indigenous children in Western Australia.DesignPopulation cohort study.SettingRoutinely collected linked administrative health, education and child...

The impact of village-based kindergarten on early literacy, numeracy, and school attendance in Solomon Islands

ABSTRACTThis research, a collaboration of an international aid organisation, an institute of higher education, and an external evaluation consultant, assesses the early literacy, numeracy, and school attendance outcomes resulting from an early childhood development programme undertaken in several villages in the province of Makira, Solomon Islands. The programme was designed to enable kindergarten provision, including teacher education and development, as an early childhood development strategy. This research focused on assessing programme impact in terms of early literacy, numeracy, and school attendance for children who had participated in kindergarten in Makira Province, compared against a matched group of children in another province of Solomon Islands who did not experience the early childhood programme. The findings of the study indicate both a statistically and educationally significant impact of village-based kindergarten on children's literacy and numeracy as well as their school attendance. These findings are discussed in the context of the international literature examining early childhood education in developing countries.

A meta-analysis of the effect of juvenile delinquency interventions on academic outcomes

Abstract This meta-analysis examined the effects of juvenile delinquency interventions on academic outcomes. After retrieving over 250 reports, 15 reports met inclusion criteria and provided 134 effect sizes (92 unadjusted and 42 adjusted) based on 20 separate samples in a variety of settings, including school, community, and juvenile justice settings. Heterogeneity of the samples, generally weak research designs, and the absence of control conditions in many recovered reports was a limitation in the existing research. Overall, there were limited positive effects of juvenile delinquency interventions on academic outcomes. The lack of theory-driven or empirically supported academic interventions was notable. Studies with the weakest designs produced the largest effects on academic achievement, and school attendance outcomes were enhanced only for older adolescents. The implications of findings for future research and policy are discussed.

Cash transfer programmes, income inequality and regional disparities. The case of the Uruguayan Asignaciones Familiares

This article aims at contributing to the debate on the effectiveness of cash transfers in terms of income inequality variations at the national and regional level, in middle-income countries like Uruguay. We microsimulate how targeting criteria affect impacts on school attendance, income inequality and poverty of the recently incepted cash transfer programme Asignaciones Familiares. Our results show that inequality tends to persist although programme effects on child education, indigence and poverty are positive. Targeting mechanisms strongly condition both the geographical distribution of beneficiaries and school attendance outcomes but do not affect regional disparities and programme effects on inequality.