Is excessive first hour tardies for

middle school students a

socioeconomic issue?
EDLD 682 Field Based Research

Krista McNally
Background of the Problem/Data Wonk
Interview
Data wonk
I interviewed our Dean of Students who deals with behavior, attendance and tardies

Core leadership competencies: Organizational Leadership, Diversity Leadership, and Judgment and
Problem Analysis.

Key takeaways - Its crucial to identify the WHY students are tardy to 1st hour (some may be walking
and are responsible for themselves in the morning, some may be lingering in the halls, some may be
taking their time at breakfast at school). Have parents been notified of their first hour absences? How
have the consequences that are currently in place for tardies been or not been effective?

Background - At Brooklyn Center High School (6th-12th grade building) we are seeing:
excessive tardies, excessive absences and especially excessive late arrivals for our
students. This study was trying to determine the students that are arriving late and what
are the barriers
Literature Review
Baxter, S.D., Royer, J.A., Hardin, J.A., Guinn, C.H., & Devlin, C.M. (2011). The relationship of school absenteeism with body mass index, academic
achievement, and socioeconomic status among fourth-grade children. Journal of School Health, 81(7), 417-423
Benner, A. D., & Wang, Y. (2014). Shifting attendance trajectories from middle to high school: influences of school transitions and changing school
contexts. Developmental Psychology, 50(4), 1288-1301.
Gase, L.N., DeFosset, A., Perry, R., & Kuo, T. (2016). Youths perspectives on the reasons underlying school truancy and opportunities to improve
school attendance. The Qualitative Report, 21(2), 299-320.
Gottfried, M. (2010). Evaluating the relationship between student attendance and achievement in urban elementary and middle schools: an
instrumental variables approach. American Educational Research Journal, 47(2), 434-465.
Morrissey, T. W., Hutchison, L., & Winsler, A. (2014). Family income, school attendance, and academic achievement in elementary school.
Developmental Psychology, 50(3), 741-753.
Ready, D. (2010). Socioeconomic disadvantage, school attendance, and early cognitive development: the differential effects of school exposure.
Sociology of Education, 83(4), 271-286.
Schwartz, D., Andrea, H. G., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: links with
academic performance and school attendance. Developmental Psychology, 42(6), 1116-11127.
Schwartz, A.E., McCabe, B.J., Ellen, I.G., & Chellman, C.C. (2010) Public schools, public housing: the education of children living in public housing. Urban
Affairs Review, 46(1), 68-89.
Sheldon, S.B. (2010). Improving student attendance with school, family and community partnerships. The Journal of Educational Research, 100(5), 267-
275
Spencer, A. M. (2009). School attendance patterns, unmet educational needs, and truancy: a chronological perspective. Remedial and Special Education,
30(5), 309-319.
Results of analysis
58/424 = DNQ for FRL= 13.7%

366/424 = FRL = 86.3%

M (DNQ for FRL) = 1.91

SD (DNQ for FRL) = 5.00

M (FRL) = 4.49

SD (FRL) = 6.65

t test

p=.01
Recommendations/Next steps
Next steps
Previous research has shown that the more class time a student misses, the lower their grades and test
scores. The amount of days/hours/minutes that students are missing from class is reflected in their
academic performance, and if being absent or tardy is a socioeconomic issue then that needs to be
addressed by the school district.

What are the motivating factors to getting to school on time for our students and families?

Recommendations for future research

Do this study with tardies across the school day - is this a pattern that continues all day for every hour?

Look at first hour absences, or daily absences

Find the mode of transportation or factors to why students are arriving late to school

School bus, public transportation, parent drop off, carpool, walk, etc.