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The work addresses California’s focus on reducing absenteeism through initiatives such as In School + On Track and the use of chronic absenteeism in accountability under the Every Student Succeeds Act. 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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nAcademic Harms of Missing High School and the Accuracy of Current Policy Thresholds: Analysis of Preregistered Administrative Data From  \na California School District  \nJ. Jacob Kirksey  \nUniversity of California, Santa Barbara  \nCurrently, the state of California has dedicated much focus to reducing absenteeism in schools through the In School + On Track initiative, which revitalizes efforts made to keep accurate and informative attendance data. Additionally, absenteeism has been integrated into California’s Local Control and Accountability Plan to monitor district performance and improvement. Given the heightened policy concern surrounding absenteeism and truancy, this study seeks to improve researchers’understanding of the impacts of missing school for high school students. This study will be the first known study to use preregistered secondary data from a school district, let alone the first preregistered study that seeks to address student attendance in schools.  \nKeywords: absenteeism, high school, preregistration, secondary data  \nSchool absenteeism is a prevalent and pervasive problem in the American education system. The average rate of chronic absenteeism—defined as missing 10% or more of the school year—for American students may be as high at 10% to 15% and is even more evident among low-income students (Balfanz & Byrnes, 2012) . Furthermore, approximately 5 to 7.5 million children across the country are missing at least a month of school, and as a result, educational policymakers are instigating greater discussion regarding student absenteeism given the concerns and evidence that students with greater absences have lower academic outcomes (Chang & Davis, 2015) .  \nIn California, new policies and reforms have been implemented to reduce absences. For instance, the In School + On Track initiative has pushed for improving communication between parents and districts regarding absenteeism, reducing the number of absences from schools due to suspensions, and increasing the number of meetings held by school stakeholders to discuss the trends and effects of absences (Harris, 2015). Importantly, California is among dozens of states that will use chronic absenteeism as an accountability metric and indicator under the Every Student Succeeds Act beginning in the 2018–2019 school year (Attendance Works, n.d.) . Clearly, absenteeism has garnered attention from policymakers, but arguably, this educational issue is currently receiving more scrutiny, consideration, and resources than at any point in history.  \nNegative Impacts of Absenteeism  \nSuch dialogue and attention from policymakers are largely grounded in a body of research showing consistent, statistically significant, negative associations of absenteeism on student academic outcomes. Absenteeism has become a major and continuous problem for high school students. Simply, students who are not in class miss out on opportunities to learn the material that enables them to succeed later in school. On a review of the current literature of the negative impacts of absenteeism, this study examined three academic outcomes that prior research has consistently illustrated are associated with student attendance.  \nClass Grades. First, much research has concluded that student attendance has a strong and positive correlation to course performance, measured primarily through course grades and general standardized test scores in certain subject areas. For example, a study from Chicago found that student absenteeism was the most significant predictor of course grades (Allensworth & Easton, 2007) . From this study, the researchers found that course failures were primarily linke","cbCairxAE4Tf0y3x","https://ap.wps.com/l/cbCairxAE4Tf0y3x","pdf",383516,13,"English","# Background and Policy Context\n## California initiatives and accountability metrics\n# Negative Impacts of Absenteeism\n## Class grades and course performance\n## School GPA and school connectedness","[{\"question\":\"What problem does the study address about high school absenteeism?\",\"answer\":\"The study targets the impacts of missing school on high school students’ academic outcomes and the policy thresholds used to evaluate absenteeism and truancy.\"},{\"question\":\"Which data approach does the research use?\",\"answer\":\"The research uses preregistered secondary administrative data from a California school district.\"},{\"question\":\"How does absenteeism relate to academic outcomes according to the paper?\",\"answer\":\"The paper explains that absenteeism is negatively associated with outcomes such as class grades and school GPA by reducing students’ opportunities to learn and affecting academic trajectories.\"}]","Academic Harms of Missing High School and the Accuracy of Current Policy Thresholds - Analysis of Preregistered Administrative Data From a California School District | PDF",1792068399,33]