Running head: CHRONIC ABSENTEEISM AND THE ... ... CHRONIC ABSENTEEISM AND ACHIEVEMENT GAP 2 Abstract

Running head: CHRONIC ABSENTEEISM AND THE ACHIEVEMENT GAP 1

Chronic Absenteeism among Low-Income Students Feeding the Achievement Gap: A Literature

Review and Suggestions for School Counselors

A Research Paper

_________________________

Presented to

The Faculty of Adler Graduate School

In Partial Fulfillment of the Requirements for

The Degree of Master of Arts in

Adlerian Counseling and Psyhotherapy

_________________________

By:

Paula Anderson

_________________________

Chair: Doug Pelcak

Member: Amy Foell

_________________________

May 2016

CHRONIC ABSENTEEISM AND ACHIEVEMENT GAP 2

Abstract

The achievement gap has been acknowledged and discussed for many years in its effects on

student success rates. Students who chronically miss school create a roadblock to a schools

ability to gain competency for all students. For low income families, some of the reasons for

absenteeism are preventable illnesses, lack of health care, lack of transportation, chronic

mobility, language barriers, or a general mistrust of the educational system. School counselors

need to understand the factors contributing to chronic absence as the first step in determining

actions needed to create solutions for those families who may be underserved by the schools.

School counselors must also consider the implications for the faculty and peers of those students

who are missing school on a frequent basis. School counselors need to facilitate the collaborative

efforts between the families, schools, and the students. Since chronic absenteeism typically

begins in the earliest school years but has effects that last through high school, these strategies

must be undertaken early and utilize a preventative rather than reactive nature. Interventions to

improve school attendance and the role of the school counselor in them will be discussed.

CHRONIC ABSENTEEISM AND ACHIEVEMENT GAP 3

Table of Contents

Chronic Absenteeism among Low-Income Students Feeding the Achievement Gap .................... 5

Introduction ..................................................................................................................................... 5

Attendance Gap ............................................................................................................................... 5

Achievement Gap............................................................................................................................ 7

Analysis of the Problem .................................................................................................................. 8

Reasons for Chronic Absenteeism .................................................................................................. 9

Discretion .................................................................................................................................. 10

Barrier........................................................................................................................................ 10

Aversion .................................................................................................................................... 11

Effects of Chronic Absenteeism ................................................................................................... 12

School Counselor Suggestions ...................................................................................................... 13

Data Collection .......................................................................................................................... 14

Building Strong Relationships .................................................................................................. 16

Ready4Routines . ................................................................................................................... 17

Check and connect . ............................................................................................................... 18

Minnesota’s School Counseling Struggle ................................................................................. 19

Educating Public on Effects of Absence ................................................................................... 20

School-Wide Training ............................................................................................................... 21

Response to Intervention (RtI) .................................................................................................. 22

Tier 1 ..................................................................................................................................... 23

Tier 2...................................................................................................................................... 23

Tier 3 ..................................................................................................................................... 24

Potential Complications ................................................................................................................ 26

ASCA Model ................................................................................................................................ 28

Adlerian Perspective ..................................................................................................................... 30

Conclusion .................................................................................................................................... 31

References ..................................................................................................................................... 34

Appendix A ................................................................................................................................... 39

Appendix B ................................................................................................................................... 40

CHRONIC ABSENTEEISM AND ACHIEVEMENT GAP 4

Appendix C ................................................................................................................................... 41

Appendix D ................................................................................................................................... 42

Appendix E ................................................................................................................................... 44

Appendix F.................................................................................................................................... 45

Helpful Resources for School Counselors .................................................................................... 52

CHRONIC ABSENTEEISM AND ACHIEVEMENT GAP 5

Chronic Absenteeism among Low-Income Students Feeding the Achievement Gap

Introduction

According to Warren and Mapp (2011) education is the civil rights issue of our

generation. Access to quality education continues to be more attainable for non-minority people

who are living outside of poverty and especially those who come from well-educated families.

The attendance and achievement gaps persist across our nation for those in poverty, especially

those in poor communities. The following literature review attempts to understand not only the

differences in student achievement but then to address the mindset and strategies school

counselors and their schools can use in bridging these gaps and why it is important to consider

the effects of chronic absenteeism on achievement and academic differences between the social

economic classes.

This paper will first focus on understanding the commonly used definitions of the

attendance and achievement gaps and the population of students who are most frequently lost in

the gaps. Next, the focus will shift to understanding the nature of the problem itself. Following

that, school counselors will be given some ways of understanding how to approach the gaps and

some interventions to dealing with the gaps. Approaches by the American School Counseling

Association will follow with goals in mind for attaining school success for all students. Finally

the paper will end with Adlerian views on not only the basis for the issues addressed, but also the

approaches Adler himself may have used in helping the parents, schools, and students find their

way into a more productive focus and effective means of gaining equity and social justice.

Attendance Gap

According to Balfanz and Byrnes (2012, p. 3) “Educators and policy makers cannot truly

understand achievement gaps or efforts to close them without considering chronic absenteeism.”

CHRONIC ABSENTEEISM AND ACHIEVEMENT GAP 6

Chronic absenteeism, also known by some as the attendance gap, is finally receiving much

attention among those attempting to solve the achievement gap problem. The attendance gap is

typically defined as “missing ten percent of a school year for any reason,” (Balfanz & Byrnes,

2012, p. 3) excused or unexcused. It is different from t