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Essay / Research Paper Abstract
This is a 12 page paper which discusses and examines the reasons why high school students experience chronic absenteeism and how it affects their academic performance.
The bibliography has 5 sources.
Page Count:
12 pages (~225 words per page)
File: D0_JHAcad.rtf
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Unformatted sample text from the term paper:
and the ever increasing movement toward globalization, todays society mandates that workers have at least a high school diploma and, if the workers want to earn a living wage, it
is often necessary to have additional years of education or training. To gain entrance to a college, university, or technical school, admission requirements generally include a high school
diploma. If an individual does not complete high school than he or she is likely to experience a lifetime of very limited opportunities and as a result, a limited
income. The students are not the only victims when they drop out or perform poorly academically. Society and schools also suffer severe consequences. Lost tax revenue and the
additional expenses for government assistance programs that provide employment, medical care, housing and incarceration increase when students do not complete high school. In recent years, the trend in
education has also been one of increased accountability - with the primary focus on that accountability on the outcome of student achievement. In addition to student achievement, the rate
of school dropouts and the rate of graduation are also seen as ways to measure the effectiveness of schools. BACKGROUND In 1999, research findings from the National Center for Education
Statistics showed that generally large school systems in low-income, inner-city urban school districts have a high incident of absenteeism and truancy when compared with rural and suburban school systems (Teasley,
2004). According to that same study, fifty-five percent of the teacher in the larger inner-city public schools stated that absenteeism is a serious problem, which forty-five percent of suburban
teachers and twenty-eight percent of teachers in rural districts (Teasley, 2004). On any particular school day, six percent of rural and eight percent of suburban high school students were report
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