{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1317"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1317","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act","abstract":"Absence rates in school districts have been a concern for educational stakeholders before the passage of NCLB act. The state of Georgia along with the United States has had to face the effects of this law in the area of attendance. Attendance as Georgia's second indicator requires school districts to become accountable for their absence rates within their districts by changing their attendance policies. The overarching question for this research was, \"Have absence rates differed since the implementation of the NCLB Act and the subsequent changes in attendance policies?\" The following sub-questions guided the over-arching research question. 1. What were the absence rates of students prior to and subsequent to enactment of the No Child Left Behind Act? 2. What were the fundamental differences between the attendance policies from each Georgia county that was observed in this study? 3. Does severity of attendance policy correlate with, and predict, post-policy absence rate once school and district factors are taken into account? The researcher's purpose was to provide an analysis of local district initiatives subsequent to the passage of the NCLB act, the focus was primarily middle school absence rates. There were 30 school districts and their middle schools involved within the study. There were 189 middle schools used within the four year study which spanned during the 2003-2007 academic school years. The retrieved data focused primarily on the absence rates of students two years prior and two years subsequent to the mandated attendance law. Within the study, there was one dependent variable, and five independent variables. The researcher used regression analysis, descriptive statistics, t-tests and correlational models to answer the research questions. Data analysis revealed the following findings: Pre-absence rates were higher than the post absence rates, Attendance policies were comprised of various combinations of 21 components, Some attendance policy components were considered more severe than others by respondents, Severest policy districts tended to be more effective in decreasing absence rates, Some school districts did not follow Georgia state's mandated attendance policy components.","abstract_html":"Absence rates in school districts have been a concern for educational stakeholders before the passage of NCLB act. The state of Georgia along with the United States has had to face the effects of this law in the area of attendance. Attendance as Georgia's second indicator requires school districts to become accountable for their absence rates within their districts by changing their attendance policies. The overarching question for this research was, "Have absence rates differed since the implementation of the NCLB Act and the subsequent changes in attendance policies?" The following sub-questions guided the over-arching research question. 1. What were the absence rates of students prior to and subsequent to enactment of the No Child Left Behind Act? 2. What were the fundamental differences between the attendance policies from each Georgia county that was observed in this study? 3. Does severity of attendance policy correlate with, and predict, post-policy absence rate once school and district factors are taken into account? The researcher's purpose was to provide an analysis of local district initiatives subsequent to the passage of the NCLB act, the focus was primarily middle school absence rates. There were 30 school districts and their middle schools involved within the study. There were 189 middle schools used within the four year study which spanned during the 2003-2007 academic school years. The retrieved data focused primarily on the absence rates of students two years prior and two years subsequent to the mandated attendance law. Within the study, there was one dependent variable, and five independent variables. The researcher used regression analysis, descriptive statistics, t-tests and correlational models to answer the research questions. Data analysis revealed the following findings: Pre-absence rates were higher than the post absence rates, Attendance policies were comprised of various combinations of 21 components, Some attendance policy components were considered more severe than others by respondents, Severest policy districts tended to be more effective in decreasing absence rates, Some school districts did not follow Georgia state's mandated attendance policy components.","abstract_has_math":false,"creators":["Myles, Lori"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Bryan Griffin","Randal Carlson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-12-01T08:00:00Z","date_published":"2010-12-01T08:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","NCLB act","Middle schools","Georgia department of education","Compulsory attendance law","Attendance"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/317","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bryan Griffin","Randal Carlson"]},{"key":"dc:creator","label":"Author","values":["Myles, Lori"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","NCLB act","Middle schools","Georgia department of education","Compulsory attendance law","Attendance"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/317"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Absence rates in school districts have been a concern for educational stakeholders before the passage of NCLB act. The state of Georgia along with the United States has had to face the effects of this law in the area of attendance. Attendance as Georgia's second indicator requires school districts to become accountable for their absence rates within their districts by changing their attendance policies. The overarching question for this research was, \"Have absence rates differed since the implementation of the NCLB Act and the subsequent changes in attendance policies?\" The following sub-questions guided the over-arching research question. 1. What were the absence rates of students prior to and subsequent to enactment of the No Child Left Behind Act? 2. What were the fundamental differences between the attendance policies from each Georgia county that was observed in this study? 3. Does severity of attendance policy correlate with, and predict, post-policy absence rate once school and district factors are taken into account? The researcher's purpose was to provide an analysis of local district initiatives subsequent to the passage of the NCLB act, the focus was primarily middle school absence rates. There were 30 school districts and their middle schools involved within the study. There were 189 middle schools used within the four year study which spanned during the 2003-2007 academic school years. The retrieved data focused primarily on the absence rates of students two years prior and two years subsequent to the mandated attendance law. Within the study, there was one dependent variable, and five independent variables. The researcher used regression analysis, descriptive statistics, t-tests and correlational models to answer the research questions. Data analysis revealed the following findings: Pre-absence rates were higher than the post absence rates, Attendance policies were comprised of various combinations of 21 components, Some attendance policy components were considered more severe than others by respondents, Severest policy districts tended to be more effective in decreasing absence rates, Some school districts did not follow Georgia state's mandated attendance policy components."]},{"key":"dc:title","label":"Title","values":["An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act"]}]}],"canonical_facts":{"dc:contributor":["Bryan Griffin","Randal Carlson"],"dc:creator":["Myles, Lori"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["Absence rates in school districts have been a concern for educational stakeholders before the passage of NCLB act. The state of Georgia along with the United States has had to face the effects of this law in the area of attendance. Attendance as Georgia's second indicator requires school districts to become accountable for their absence rates within their districts by changing their attendance policies. The overarching question for this research was, \"Have absence rates differed since the implementation of the NCLB Act and the subsequent changes in attendance policies?\" The following sub-questions guided the over-arching research question. 1. What were the absence rates of students prior to and subsequent to enactment of the No Child Left Behind Act? 2. What were the fundamental differences between the attendance policies from each Georgia county that was observed in this study? 3. Does severity of attendance policy correlate with, and predict, post-policy absence rate once school and district factors are taken into account? The researcher's purpose was to provide an analysis of local district initiatives subsequent to the passage of the NCLB act, the focus was primarily middle school absence rates. There were 30 school districts and their middle schools involved within the study. There were 189 middle schools used within the four year study which spanned during the 2003-2007 academic school years. The retrieved data focused primarily on the absence rates of students two years prior and two years subsequent to the mandated attendance law. Within the study, there was one dependent variable, and five independent variables. The researcher used regression analysis, descriptive statistics, t-tests and correlational models to answer the research questions. Data analysis revealed the following findings: Pre-absence rates were higher than the post absence rates, Attendance policies were comprised of various combinations of 21 components, Some attendance policy components were considered more severe than others by respondents, Severest policy districts tended to be more effective in decreasing absence rates, Some school districts did not follow Georgia state's mandated attendance policy components."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/317"],"dc:subject":["ETD","NCLB act","Middle schools","Georgia department of education","Compulsory attendance law","Attendance"],"dc:title":["An Analysis of Local District Initiatives to Reduce Student Absence Rates Subsequent to Passage of the No Child Left Behind Act"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}