The research study was conducted to analyze effect of an attendance support team in urban middle schools. The study utilized a six-month time window using students in three middle schools that accumulated five unexcused absences. The attendance support team was comprised of a school social worker, a family resource student support coordinator, a district-level director of pupil personnel, and a court-designated worker from family court. The function of this team was to share attendance policies, requirements, and mitigate barriers through system support to increase regular attendance for students. The research was analyzed to measure the effect on gender, grade level, and to determine if there was significance in average daily attendance funding between the intervention year and the previous year. A final analysis was conducted to measure the filed habitual truancy petitions for students in family court in the intervention year compared with the non-intervention year. The research, analysis, and further study recommendations will be used to make revisions, improvements, and systemic levels of support needed to support student regular attendance and improve learning opportunities.
","abstract_html":"<p>The research study was conducted to analyze effect of an attendance support team in urban middle schools. The study utilized a six-month time window using students in three middle schools that accumulated five unexcused absences. The attendance support team was comprised of a school social worker, a family resource student support coordinator, a district-level director of pupil personnel, and a court-designated worker from family court. The function of this team was to share attendance policies, requirements, and mitigate barriers through system support to increase regular attendance for students. The research was analyzed to measure the effect on gender, grade level, and to determine if there was significance in average daily attendance funding between the intervention year and the previous year. A final analysis was conducted to measure the filed habitual truancy petitions for students in family court in the intervention year compared with the non-intervention year. The research, analysis, and further study recommendations will be used to make revisions, improvements, and systemic levels of support needed to support student regular attendance and improve learning opportunities. </p>","abstract_has_math":false,"creators":["Young, John Christopher"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["Education Policy","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":["Copyright 2021 John Christopher Young"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/779","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Young, John Christopher"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education Policy","Elementary and Middle and Secondary Education Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 John Christopher Young"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/779"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The research study was conducted to analyze effect of an attendance support team in urban middle schools. The study utilized a six-month time window using students in three middle schools that accumulated five unexcused absences. The attendance support team was comprised of a school social worker, a family resource student support coordinator, a district-level director of pupil personnel, and a court-designated worker from family court. The function of this team was to share attendance policies, requirements, and mitigate barriers through system support to increase regular attendance for students. The research was analyzed to measure the effect on gender, grade level, and to determine if there was significance in average daily attendance funding between the intervention year and the previous year. A final analysis was conducted to measure the filed habitual truancy petitions for students in family court in the intervention year compared with the non-intervention year. The research, analysis, and further study recommendations will be used to make revisions, improvements, and systemic levels of support needed to support student regular attendance and improve learning opportunities.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["The Examination of Attendance Support Teams in Urban Middle Schools"]}]}],"canonical_facts":{"dc:creator":["Young, John Christopher"],"dc:description.abstract":["The research study was conducted to analyze effect of an attendance support team in urban middle schools. The study utilized a six-month time window using students in three middle schools that accumulated five unexcused absences. The attendance support team was comprised of a school social worker, a family resource student support coordinator, a district-level director of pupil personnel, and a court-designated worker from family court. The function of this team was to share attendance policies, requirements, and mitigate barriers through system support to increase regular attendance for students. The research was analyzed to measure the effect on gender, grade level, and to determine if there was significance in average daily attendance funding between the intervention year and the previous year. A final analysis was conducted to measure the filed habitual truancy petitions for students in family court in the intervention year compared with the non-intervention year. The research, analysis, and further study recommendations will be used to make revisions, improvements, and systemic levels of support needed to support student regular attendance and improve learning opportunities.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/779"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2021 John Christopher Young"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Education Policy","Elementary and Middle and Secondary Education Administration"],"dc:title":["The Examination of Attendance Support Teams in Urban Middle Schools"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:16:00Z"}