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This study examines attendance decisions within one graduate education administration program at a mid-sized public institution in California across six semesters. Findings show that negative and positive grade-related contingencies increased attendance, optional neutral attendance lowered it, and imposing grade-related contingencies did not meaningfully raise students’ academic achievement. Student perceptions of instructor-imposed contingencies were also assessed.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analysis-of-class-attendance-policies-and-grade-related-contingencies-in-graduate-level-education-administration-courses-read-online-free/603320/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analysis-of-class-attendance-policies-and-grade-related-contingencies-in-graduate-level-education-administration-courses-read-online-free/603320.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What did the study find about grade-related contingencies and attendance?","Question",{"text":111,"@type":112},"Negative and positive grade-related contingencies increased student attendance. Neutral optional attendance strategies decreased attendance.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Did imposing grade-related attendance contingencies improve academic achievement?",{"text":116,"@type":112},"No. The imposition of grade-related attendance contingencies did not significantly improve students’ academic achievement.",{"name":118,"@type":109,"acceptedAnswer":119},"What data sources were used in the study?",{"text":120,"@type":112},"The study used quantifiable attendance-rate data across six semesters and qualitative questionnaire data from graduate students enrolled in nine courses during a fall term.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603320,1792096071,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Analysis of Class Attendance Policies and Grade-Related Contingencies in Graduate-Level  \nEducation Administration Courses  \nChet Jensen  \nCalifornia State University, Stanislaus  \nAbstract: Professors of Educational Administration spend an inordinate amount of time tracking student attendance and calculating absences into final grades. A study of student attendance in one educational administration program at a mediumsized public institution of higher education in California concluded that: (1) negative and positive grade-related contingencies increased student attendance,(2) neutral (optional) attendance decreased student attendance, and (3) the imposition of graderated attendance contingencies did not significantly improve the academic achievement of students. The study included an analysis of student attendance during six semestersand an assessment of the perceptions of graduate students regarding instructorimposed grade-related contingencies.  \nIntroduction  \nClass attendance is a paradox. Intuition suggests that a student’s Volume 16, Fall 2004 119  \nphysical presence ina university classroom is paramount to the successful completion of a course and the granting of a coveted A grade. At best, the literature provides a limited assessment of class attendance vis-à-vis academic performance atthe graduate level and a dearth of studies atthe undergraduate level. Specific studies found mixed results when graduate professor-imposed motivators, or grade-related contingencies, were imposed on undergraduate students (Friedman, Rodriguez, & McComb, 2001; Rodgers, 2001; Wilder, Flood, & Stromsnes, 2002; Durden & Ellis, 1995; Hovell, Williams, & Semb, 1979). Unfortunately, these studies provide meager direction for graduate-level professors of educational administration. Their students are a self-selected group of highly motivated individuals, who have chosen to undertake a professional certification program with the goals of improving their professional status and becoming educational leaders. Needless to say, these Type-Apersonalities add a fascinating dimension to the notion of required class attendance.  \nPurpose  \nThe purposes of this study were three-fold: (1) to provide the educational administration professorate with research-based strategies that may improve student attendance, (2) to determine if specific motivational strategies are effective in encouraging increased student attendance, and (3) to validate the notion that class attendance positively influences student performance in graduate education administration courses. The narrative will begin with a brief review of related literature regarding student attendance in undergraduate collegiate programs. Next, the research methodology is discussed, followed by a description of the data. The author collected quantifiable data in the form of actual student attendance rates over six semesters during the 2000- 01, 2001-02, 2002-03, and 2003-04 academic years and qualitative data in the form of questionnaires were completed by students enrolled in nine distinct courses in the educational administration program during the fall 2003 semester. A sample of 310 graduate students was used to determine actual class attendance rates. A separate sample of 131 graduate students provided input regarding their perceptions andopinions of required class attendance and effective grade-related contingencies. A small number of students participated in both sample groups. However, this duplication was unintentional and occurred strictly by chance due tothe timing of data collection.  \n120 Educational Leadership and Administration  \nRelated Literature  \nWilder, Flood, and Stromsnes (2001) found that grade-related contingencies were effective motivators to improve student attendance. The study was conducted in an undergraduate course in psychology and involved one positive motivator; extra credit. Students earned additional points by attending class and successfully completing a series of quizzes","cbCaicjGEYG3BWpb","https://ap.wps.com/l/cbCaicjGEYG3BWpb","pdf",34461,13,"English","# Abstract\n# Introduction\n# Purpose\n# Related Literature","[{\"question\":\"What did the study find about grade-related contingencies and attendance?\",\"answer\":\"Negative and positive grade-related contingencies increased student attendance. Neutral optional attendance strategies decreased attendance.\"},{\"question\":\"Did imposing grade-related attendance contingencies improve academic achievement?\",\"answer\":\"No. The imposition of grade-related attendance contingencies did not significantly improve students’ academic achievement.\"},{\"question\":\"What data sources were used in the study?\",\"answer\":\"The study used quantifiable attendance-rate data across six semesters and qualitative questionnaire data from graduate students enrolled in nine courses during a fall term.\"}]","Analysis of Class Attendance Policies and Grade-Related Contingencies in Graduate-Level Education Administration Courses - read online free | PDF",33]