The impact of teacher absenteeism on student achievement in mathematics and reading among 8th graders: A causal-comparative inquiry

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dc.contributor.advisorKouzekanani, Kamiar
dc.contributor.advisorEdwards, Dessynie
dc.contributor.authorMedrano, Mireya
dc.contributor.committeeMemberElliff, Doyne
dc.contributor.committeeMemberTheodossiou, Alexandra
dc.date.accessioned2022-05-02T21:49:47Z
dc.date.available2022-05-02T21:49:47Z
dc.date.issued2019-08
dc.description.abstractSince the passing of the No Child Left Behind (NCLB) in 2001, schools receiving federal funding must administer a state standardized assessment annually and meet performance standards in selected grade levels and content areas. Although it seems reasonable to assume frequency of teacher absenteeism affects student achievement, research has not consistently supported this assumption. Within the limited existing literature on the relationship between teacher absenteeism and student achievement, conflicting findings have been reported. The purpose of the study was to test the hypotheses that 8th graders whose mathematics and reading teachers had been absent for less than 10 days per school year (low absenteeism) would outperform those whose teachers had missed more than 10 days of being away from the classroom (high absenteeism) based on academic achievement in mathematics and reading, as measured by the 2017 - 2018 State of Texas Assessments of Academic Readiness (STAAR) test data. Results supported the hypothesis in mathematics, but not in reading. Mean difference effect sizes were computed to evaluate the practical significance of the findings. Due to nonexperimental nature of the study, no causal inferences were drawn. The external validity of the study was limited to the participants. Theoretical and practical implication are discussed.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.format.extent68 pagesen_US
dc.identifier.urihttps://hdl.handle.net/1969.6/90529
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectabsenteeismen_US
dc.subjectteacheren_US
dc.titleThe impact of teacher absenteeism on student achievement in mathematics and reading among 8th graders: A causal-comparative inquiryen_US
dc.typeTexten_US
dc.type.genreDissertationen_US
dcterms.typeText
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US

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