This three-part dissertation concentrates on student attendance. It is clear that we have a student attendance problem in our nation, particularly in urban school districts. There have been other studies, discussions, and debates on how to improve student attendance, but identifying a single policy, program, incentive, and/or intervention to positively impact absenteeism is difficult. Student absenteeism has and will continue to be a national problem. Many factors play a role in student attendance, to a certain degree, some are controllable and others are extremely difficult to affect.
Part I of this dissertation is a Program Evaluation focusing on the correlation between student attendance and after-school performing arts programs. This study is an Empirical-Analytical Quantitative analysis of longitudinal archived data for schools in a large Midwest urban school district. The longitudinal data from 8 schools within the Midwest urban school district was analyzed. These schools were selected because they had an after-school performing arts program for at least two consecutive years.
The results show that the second year of implementation for an After-School Program, there is a strong positive linear relationship between School Attendance and After-School Program Attendance. However, the findings also make it difficult to answer the primary question of this program evaluation. Overall, the data implies that a longer study is needed to gage what type of linear relationship exist between School Attendance and After-School Program Attendance.
The overarching challenge is for school districts to be able to proactively manage student attendance to ensure children are in school on a regular basis. Creating a culture of collaboration for student attendance, shared responsibility, and trust are key to address our national student attendance crisis.
","abstract_html":"<p>This three-part dissertation concentrates on student attendance. It is clear that we have a student attendance problem in our nation, particularly in urban school districts. There have been other studies, discussions, and debates on how to improve student attendance, but identifying a single policy, program, incentive, and/or intervention to positively impact absenteeism is difficult. Student absenteeism has and will continue to be a national problem. Many factors play a role in student attendance, to a certain degree, some are controllable and others are extremely difficult to affect.</p> <p>Part I of this dissertation is a Program Evaluation focusing on the correlation between student attendance and after-school performing arts programs. This study is an Empirical-Analytical Quantitative analysis of longitudinal archived data for schools in a large Midwest urban school district. The longitudinal data from 8 schools within the Midwest urban school district was analyzed. These schools were selected because they had an after-school performing arts program for at least two consecutive years.</p> <p>The results show that the second year of implementation for an After-School Program, there is a strong positive linear relationship between School Attendance and After-School Program Attendance. However, the findings also make it difficult to answer the primary question of this program evaluation. Overall, the data implies that a longer study is needed to gage what type of linear relationship exist between School Attendance and After-School Program Attendance.</p> <p>The overarching challenge is for school districts to be able to proactively manage student attendance to ensure children are in school on a regular basis. Creating a culture of collaboration for student attendance, shared responsibility, and trust are key to address our national student attendance crisis.</p>","abstract_has_math":false,"creators":["Hubbird, Robert G"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Harrington Gibson","Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-04-01T07:00:00Z","date_published":"2019-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["attendance","performing arts","after-school","Art Education","Curriculum and Instruction","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/420","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Harrington Gibson","Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Hubbird, Robert G"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-11-27T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["attendance","performing arts","after-school","Art Education","Curriculum and Instruction","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/420"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This three-part dissertation concentrates on student attendance. It is clear that we have a student attendance problem in our nation, particularly in urban school districts. There have been other studies, discussions, and debates on how to improve student attendance, but identifying a single policy, program, incentive, and/or intervention to positively impact absenteeism is difficult. Student absenteeism has and will continue to be a national problem. Many factors play a role in student attendance, to a certain degree, some are controllable and others are extremely difficult to affect.
Part I of this dissertation is a Program Evaluation focusing on the correlation between student attendance and after-school performing arts programs. This study is an Empirical-Analytical Quantitative analysis of longitudinal archived data for schools in a large Midwest urban school district. The longitudinal data from 8 schools within the Midwest urban school district was analyzed. These schools were selected because they had an after-school performing arts program for at least two consecutive years.
The results show that the second year of implementation for an After-School Program, there is a strong positive linear relationship between School Attendance and After-School Program Attendance. However, the findings also make it difficult to answer the primary question of this program evaluation. Overall, the data implies that a longer study is needed to gage what type of linear relationship exist between School Attendance and After-School Program Attendance.
The overarching challenge is for school districts to be able to proactively manage student attendance to ensure children are in school on a regular basis. Creating a culture of collaboration for student attendance, shared responsibility, and trust are key to address our national student attendance crisis.
"]},{"key":"dc:title","label":"Title","values":["Do After-School Performing Arts Programs Impact Student Attendance?"]}]}],"canonical_facts":{"dc:contributor":["Harrington Gibson","Elizabeth Minor"],"dc:creator":["Hubbird, Robert G"],"dc:date.available":["2019-11-27T08:00:00Z"],"dc:description.abstract":["This three-part dissertation concentrates on student attendance. It is clear that we have a student attendance problem in our nation, particularly in urban school districts. There have been other studies, discussions, and debates on how to improve student attendance, but identifying a single policy, program, incentive, and/or intervention to positively impact absenteeism is difficult. Student absenteeism has and will continue to be a national problem. Many factors play a role in student attendance, to a certain degree, some are controllable and others are extremely difficult to affect.
Part I of this dissertation is a Program Evaluation focusing on the correlation between student attendance and after-school performing arts programs. This study is an Empirical-Analytical Quantitative analysis of longitudinal archived data for schools in a large Midwest urban school district. The longitudinal data from 8 schools within the Midwest urban school district was analyzed. These schools were selected because they had an after-school performing arts program for at least two consecutive years.
The results show that the second year of implementation for an After-School Program, there is a strong positive linear relationship between School Attendance and After-School Program Attendance. However, the findings also make it difficult to answer the primary question of this program evaluation. Overall, the data implies that a longer study is needed to gage what type of linear relationship exist between School Attendance and After-School Program Attendance.
The overarching challenge is for school districts to be able to proactively manage student attendance to ensure children are in school on a regular basis. Creating a culture of collaboration for student attendance, shared responsibility, and trust are key to address our national student attendance crisis.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/420"],"dc:subject":["attendance","performing arts","after-school","Art Education","Curriculum and Instruction","Elementary Education"],"dc:title":["Do After-School Performing Arts Programs Impact Student Attendance?"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}