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dc.contributor.advisorGeorges, Leah
dc.contributor.authorMintken, Maggie E.
dc.date.accessioned2018-12-06T14:14:49Z
dc.date.available2018-12-06T14:14:49Z
dc.date.issued2018-08-28
dc.identifier.urihttp://hdl.handle.net/10504/120405
dc.description.abstractThe purpose of this quasi-experimental quantitative study was to examine the effectiveness of the Tier 3, Response to Intervention (RTI) intervention utilizing school social workers and school attendance hearings on school absenteeism rates and grade point average (GPA) for renewed progress toward graduation at a Midwestern high school. RTI is a systematic approach used by schools to apply an intervention to an identified deficit such as chronic absenteeism. Involved in the study were 61 students who received the Tier 3, RTI intervention during the 2013-14 school year who were control-matched with 61 students from the 2010-11 school year. Findings from the study revealed the Tier 3, RTI intervention was effective in reducing the rate of absenteeism for the experimental group. Likewise, although both the experimental and control groups’ GPA decreased over the school year, only those in the control group decreased significantly. The researcher recommends continuing the Tier 3, RTI intervention utilizing school social workers and school attendance hearings to lower rates of absenteeism and renew progress toward graduation. The researcher provides two additional recommendations: defining absences to include suspensions and making school attendance data easily accessible to staff. Implications of the study point to improvement in the rates of absenteeism among already chronically absent students.en_US
dc.language.isoen_USen_US
dc.publisherCreighton Universityen_US
dc.rightsCopyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.en_US
dc.titleChronic Absenteeism: Application of a Response to Intervention Tier 3 Intervention in a Midwest Rural High Schoolen_US
dc.typeDissertation
dc.rights.holderMaggie E. Mintkenen_US
dc.publisher.locationOmaha, Nebraskaen_US
dc.description.noteProQuest Traditional Publishing Optionen_US
dc.contributor.cuauthorMintken, Maggie E.
dc.degree.levelEdD (Doctor of Education)en_US
dc.degree.disciplineInterdisciplinary Ed.D. Program in Leadershipen_US
dc.degree.nameEd.D. Program in Leadershipen_US
dc.degree.grantorGraduate Schoolen_US
dc.degree.committeeMartin, James Jr


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