学生出勤及转学与数学成绩的关系研究

Student Attendance, Mobility, and Mathematics Achievement in an Urban School District

本文描述了某大城市学区学生出勤及转学情况,旨在为学校和社区提供具有参考意义的结论。首先将一到十二年级所有学生的转学与缺勤情况按照性别、种族和社会经济地位等子类分别列出。然后考察其对学生数学成绩的影响。结果表明,即使在控制了社会经济地位和性别等变量后,缺勤与转学对(用国家水平测试作衡量的)数学成绩仍有消极影响。有意思的是,其对不同种族学生的影响并没有差异。在出勤与转学情况相同的前提下,黑人学生和白人学生表现出相似的成绩格局。本文最后进一步考察了学区内的10所高中,确定了缺勤与转学值得关注之处,并从确定问题严重程度、出现的学校年级等角度探讨了给地区的启示,利用这些信息来提高出勤率和降低转学率,制定系统的方法妥善安排转入和转出的学生。

The authors aim to describe student attendance-mobility within a large urban district in ways that are meaningful and useful to schools and the community. First, the preva- lence of mobility and nonattendance in Grades 1-12 across all students and by gender, ethnicity, and socioeconomic subgroups is presented. Second, the impact on student mathematics achieve- ment is examined. Results show that nonattendance-mobility negatively impact mathematics achievement as measured by the state＇s assessment, even after controlling for socioeconomic status and gender. Interestingly, there is not a differential impact across ethnicities. Black and White subgroups show similar patterns of achievement across attendance and mobility levels. Finally, the authors take a closer look at the 10 district high schools to determine where nonat- tendance-mobility is of particular concern. Implications for districts are discussed in terms of targeting the extent of the problem and where it is occurring, using that information to improve attendance and reduce mobility, and finally, instituting systematic approaches to deal with stu- dent movement in and out of schools.