131293(flfi§fl@fl@@@fiw ? . - M‘lCHiGAN STATE l.\ , L’N "‘._.-.. EAST LAM)"; ”“1““ ’48. MICH. 48654 This is to certify that the dissertation entitled A CRITICAL EXAMINATION OF THE ATTENDANCE RATES AND GRADE POINT AVERAGES OF STUDENTS FROM DIFFERING SOCIOGEOGRAPHIC AREAS PRIOR TO AND AFTER THE IMPLEMENTATION OF A HIGH SCHOOL ATTENDANCE POLICY presen e y Blanche E. Fraser has been accepted towards fulfillment of the requirements for Ph.D. degreein AdmInTStration and Curriculum Major professor Date October 19, 1982 MSU is an Affirmative Action/Equal Opportunity Institution 0-12771 _____—_—_.—_ 7;. -A_ -7 7 77 7 ___ ~~ -- .¥_im MSU RETURNING MATERIALS: Place in book drop to ”saunas remove this checkout from .4--z3--n. your record. FINES will be charged if book is returned after the date stamped below. We“ “338 o 5 :99: 1 9 9 A LIBRARY 4 Michigan grate , University #— A CRITICAL EXAMINATION OF THE ATTENDANCE RATES AND GRADE POINT AVERAGES OF STUDENTS FROM DIFFERING SOCIOGEOGRAPHIC AREAS PRIOR TO AND AFTER THE IMPLEMENTATION OF A HIGH SCHOOL ATTENDANCE POLICY by Blanche E. Fraser A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1982 ABSTRACT A CRITICAL EXAMINATION OF THE ATTENDANCE RATES AND GRADE POINT AVERAGES OF STUDENTS FROM DIFFERING SOCIOGEOGRAPHIC AREAS PRIOR TO AND AFTER THE IMPLEMENTATION OF A HIGH SCHOOL ATTENDANCE POLICY By Blanche E. Fraser The development and implementation of attendance policies have been a frequent response of secondary administrators and faculties to the problem of excessive absenteeism among high school students. While research suggests that such policies can be effective in reducing stu- dent absenteeism, there is limited knowledge of the total impact these policies have on students and whether some students are affected dif- ferently by attendance policies. Northwest High School in Jackson, Michigan, implemented an atten- dance policy in l979 designed to curb high absenteeism among its stu- dents. This research analyzed the attendance rates and cumulative grade point averages of graduates of the classes of l976 through 1982. Nine zip codes are represented in the Northwest School District. U.S. Census data indicated differences in the socioeconomic status of these zip code areas. Using the data obtained from students' permanent record cards, the mean attendance rates and the mean grade point averages were com- puted for the aggregate, the males and the females for each graduating class, and each zip code area. The data were plotted on polygraphs and presented in charts. fl .7 lumxv r.‘..l I1, 1 Blanche E. Fraser This research concluded that changes in attendance rates and grade point averages occurred following the implementation of the attendance policy Mean attendance rates which had been on the decline prior to the attendance policy improved for the subsequent graduating classes. Mean grade point averages initially declined after the implementation of the policy. By the class of l982, former levels were basically regained. Variances were found to exist among the sociogeographic areas. Graduates from Jackson 4920l, the highest socioeconomic group, ranked highest in mean attendance rates and mean grade point averages prior to and after implementation of the attendance policy. The data indicated that no significant changes occurred among the rankings of those zip codes registering the lowest attendance rates and grade point averages prior to and following the implementation of the attendance policy. Of the graduating classes studied, females had consistently lower attendance rates and higher grade point averages than the males. Both sexes demonstrated comparable improvement in their attendance rates, but female grade point averages showed slightly more improvement. DEDICATION To my husband, Mike, for his understanding of the inherent sacrifices and rewards of this endeavor 1'1 ACKNOWLEDGEMENTS Throughout the development of this dissertation, I was fortunate to have the support, encouragement, and assistance from my academic, professional, and family circles, deriving benefits from their inde- pendent and collective contributions. My acknowledgements and gratitude go to Dr. Peggy Riethmiller who served as my advisor and directed my dissertation. Her caring and interest in my personal and professional growth and well being were continually evident and will always be appreciated. I would also like to thank Drs. Ben Bohnhorst, Norman Neinheimer, and Lou Romano for their contributions and assistance as members of my doctoral committee. The Northwest School District afforded me the opportunity to pursue the research contained in these pages. I would like to extend my appreciation to Mr. Ron Gillespie, Director of Guidance; Mr. Larry Rubeck, high school principal; and Dr. James McKimmy, Superintendent of Schools. I am grateful for the support and encouragement I re- ceived from these colleagues and friends. A final acknowledgement goes to my family whose influences con- tributed to this accomplishment. I extend a special thank you to my father and mother, Stanley and Vivian Fraser, for their love and sup- port, and to my daughters, Sara and Lauren, for helping me keep things in perspective. TABLE OF CONTENTS List of Tables .................... ' ..... List of Figures ........................ CHAPTER I: THE PROBLEM .................... Background ........................ Purposes of the Study ................... Need for the Study .................... Research Questions .................... Assumptions and Limitations of the Study ......... Definition of Terms .................... Review of Related Literature ............... Procedures ........................ Overview ......................... CHAPTER II: REVIEW OF RELATED LITERATURE ........... The Problem of Student Absenteeism ............ The Attendance Policy as an Administrative Response to Student Absenteeism ...... The Relationship of Absenteeism and Achievement/Grades ............. The Relationship of Socioeconomic Status and/or Geographic Factors on Attendance Rates and Achievement ........... Attendance Policies and Student Achievement/Grades . . . . Summary .......................... CHAPTER III: DESIGN OF THE STUDY ............... Population ........................ Sources of Data ...................... Procedures ........................ Research Questions .................... Summary .......................... iv —4 OkOLOVVONO‘U‘IN —l CHAPTER IV: ANALYSIS OF DATA ................. 50 Comparison of Mean Attendance Rates by Graduating Class . . 50 Comparison of Mean Grade Point Averages by Graduating Class .............. 52 l970 U. S. Census Bureau Socioeconomic Data by Zip Code . . 54 Attendance Rate Comparisons of Graduating Classes Within the Same Zip Code .......... 57 Mean Grade Point Average Comparison of Graduating Classes Within the Same Zip Code ...... 72 Mean Attendance Rate Comparisons of Graduating Classes by Zip Codes ............ 88 Mean Grade Point Average Comparisons of Graduating Classes by Zip Codes ............ lOl Summary .......................... ll5 CHAPTER V: CONCLUSIONS .................... 116 Introduction ....................... ll6 Attendance Rate Changes for the Aggregate Graduating Classes ............. ll8 Grade Point Average Changes for teh Aggregate Graduating Classes ............. ll9 Attendance Rate Changes for Aggregate Graduating Classes from the Nine Zip Code Areas . . . . lZO Grade Point Average Changes for Studies from the Various Sociogeographic Areas ....... l2l Attendance Rate Changes for Female Graduates from the Nine Zip Code Areas .......... l23 Attendance Rate Changes for Male Graduates from the Nine Zip Code Areas .......... 124 Grade Point Average Changes for Female Graduates from the Nine Zip Code Areas ........ l25 Grade Point Average Changes for Male Graduates from the Nine Zip Code Areas ........ l25 Suggestions for Additional Research ............ 128 Reflections ........................ 130 APPENDIX A: NORTHWEST HIGH SCHOOL ATTENDANCE POLICY ...... l34 APPENDIX B: NORTHWEST HIGH SCHOOL YEARLY AVERAGE ATTENDANCE RATE .................. T38 APPENDIX C: ATTENDANCE AND ACHIEVEMENT DATA BY GRADUATING CLASS ................. l39 APPENDIX D: ATTENDANCE AND ACHIEVEMENT DATA BY ZIP CODE . . . . l49 APPENDIX E: SUMMARY DATA BY ZIP CODE ............. l58 BIBLIOGRAPHY .......................... l6l l. l97O Census: LIST OF TABLES Socioeconomic Data by Zip Codes for Jackson County, Michigan . . . vi TO. ll. 12. l3. I4. 15. LIST OF FIGURES Mean Attendance Rate Comparisons by Graduating Class Mean Grade Point Average Comparisons Graduating Class ..................... Mean Attendance Rate Comparisons of Graduating Classes Within the Same Zip Code, Jackson 49201 ....................... Mean Attendance Rate Comparison of Graduating Classes Within the Same Zip Code, Jackson 49202 .......... Mean Attendance Rate Comparisons of Graduating Classes Within the Same Zip Codes, Pleasant Lake 49272 ...... Mean Attendance Rate Comparisons of Graduating Classes Within the Same Zip Code, Rives Junction 49277 ...... Mean Attendance Rate Comparisons of Graduating Classes with the Same Zip Code, Leslie 4925l ........... Mean Attendance Rate Comparisons of Graduating Classes Within the Same Zip Code, Munith 49259 .......... Mean Attendance Rate Comparisons of Graduating Classes Within the Same Zip Code, Onondaga 49264 ......... Mean Attendance Rate Comparisons of Graduating Classes Within the Same Zip Code, Parma 49269 ........... Mean Attendance Rate Comparisons of Graduating Classes Within the Same Zip Code, Springport 49284 ........ Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Jackson 4920l .......... Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Jackson 49202 .......... Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Pleasant Lake 49272 ....... Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Rives Junction 49277 ...... vii 51 53 58 6O 62 64 66 67 69 7O 7T 73 75 77 78 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Leslie 49251 .......... Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Munith 49259 .......... Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Onondaga 49264 ......... Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Parma 49269 ........... Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Springport 49284 ........ Mean Attendance Rate Comparisons by Zip Code, Class of l976 ....................... Mean Attendance Rate Comparisons by Zip Codes, Class of l977 ....................... Mean Attendance Rate Comparisons by Zip Codes, Class of 1978 ....................... Mean Attendance Rate Comparisons by Zip Codes, Class of 1979 ....................... Mean Attendance Rate Comparisons by Zip Codes, Class of l980 ....................... Mean Attendance Rate Comparisons by Zip Codes, Class of 1981 ....................... Mean Attendance Rate Comparisons by Zip Codes, Class of l982 ....................... Mean Grade Point Average Comparisons by Zip Codes, Class of l976 ....................... Mean Grade Point Average Comparisons by Zip Codes, Class of l977 ....................... Mean Grade Point Average Comparisons by Zip Codes, Class of 1978 .................. ' ..... Mean Grade Point Average Comparisons by Zip Codes, Class of 1979 ....................... Mean Grade Point Average Comparisons by Zip Codes, Class of l980 ....................... Mean Grade Point Average Comparisons by Zip Codes, Class of l98l ....................... 8O 82 83 85 86 87 89 91 93 96 98 100 102 104 106 108 110 112 34. Mean Grade Point Average Comparisons by Zip Codes, Class of l982 ....................... ll4 ix CHAPTER I THE PROBLEM Since l973, high school principals in annual surveys conducted by the National Association of Secondary School Principals have named student absenteeism as the biggest problem facing them. Principals consider student absenteeism as one of the biggest deterents to their handling of their job responsibilities.1 On an average day, more than T % of students enrolled in the nation's public schools are absent.2 National health officials esti- mate a normal rate of student absence due to illness to be approxi- mately four to five percent per year.3 Although student absenteeism is viewed as one of the major problems facing secondary education, a T975 monograph published by the NASSP reported that few studies dealing with this problem had been conducted.4 It is generally accepted that students with good attendance obtain the maximum benefits from the educational program. Students who attend 1Jack L. Brimm, John Forgety, and Kenneth Sadler, "Student Absen- teeism: A Survey Report," NASSP Bulletin 62 (February 1978): 65-69. 2Rena M. McDowell and Elaine J. Price, "Statistics of Public Ele- mentary and Secondary School Systems," National Center for Education Statistics, U. S. Department of Education (Fall l979): 21.. 3Scott Thomson and David Standard, "Student Attendance and Absen- teeism," The Practioner 1 (National Association of Secondary School Principals, March 1975): 1-12. 41m, 5. regularly are thought to achieve higher grades, to enjoy school more, and to be more employable after leaving high school.5 In addressing the issue of schooling and achievement, Annegret Harnischfeger and David Wiley state, It is obvious that if a child does not go to school at all, he will not directly benefit from schooling. If a child goes to school every day, he will achieve his maximum benefit from that schooling, other circumstances being equal. It would also seem clear that if he attends school less than a full year, but more than not at all, the bene- fits derived from schooling should be in between. That is, the amount of schooling should be a major determination of school outcomes. In an effort to encourage better attendance patterns from their students, many secondary schools have developed and instituted re- strictive and punitive attendance policies. Typically, such policies specify the number of absences students may not exceed without jeopardizing their grades and/or credits. While research suggests that such policies can be effective tools in reducing student absenteeism, there is inadequate knowledge of the total impact these policies are having on the daily performance of students.7 Background The Northwest School District of Jackson, Michigan, is a rural- suburban school system covering an area of 143 square miles. Nine zip code areas and portions of two counties, Jackson and Ingham, are 5Robert L. Carruthers, J., "An Attendance Policy that Works," NASSP Bulletin 64 (December 1980): 117-118. 6Annegret Harnischfeger and David E. Wiley, "Schooling Cutbacks and Achievement Declines: Can We Afford Them?" Administrator's Note- book 24 (September 1975): 1-4. 7William W. Brokowski and Richard A. Dempsey, "Attendance Poli- cies and Student Performance," Clearinghouse 53 (November 1979): 129- 130. (.0 represented in the district, indicating geographically a widely dispersed population. U. S. Census Bureau data indicate differences in the socio-economic make up of the nine zip code areas (see Table l). The district was formed in 1954 when 16 primary school districts reorganized to form the Northwest Rural Agricultural School System. At that time enrollment in greades one through eight was 1129 students. By 1959 the high school included classes through the twelfth grade. In the past the district was known as a rural agricultural area. Over the years, however, suburban residential areas have developed, particularly in the southern portion of the district. It is this area which now provides the largest concentration of the district's students and population. Most of the residents work in the Jackson area with the Consumers' Power Company being the largest employer in the district. There is no major municipality located within the school district. Therefore, the school system serves as a primary unifying element in the area. In January, 1979, Northwest High School in Jackson, Michigan, implemented a 10 day attendance policy. (A copy of this policy appears in Appendix A.) Simply stated, students exceeding 10 absences in a semester jeopardize the credits in their classes. This attendance policy, sanctioned by the Northwest Board of Education, was the result of a joint effort by the high school administration and faculty to address and rectify the problem of high absenteeism among its students. The absentee rate for the 1977-78 school year averaged 10.5%. This high rate of absenteeism was reflected in such problems as lack of student self-discipline, lowering of student morale, since many stu- dents received the same number of credits for far less time in class and a neglect of student responsibility to contribute to their classes. Teachers felt their efficiency was lowered by the necessity to repeat the explanation of subject matter for returning absentees. Their frustration was increasing since many types of classroom work, such as lectures, films, panels, and class discussions could not be made up. The effectiveness of the examination as a learning instru- ment was lessened since results often could not be discussed until absentees had made up the test. It was also a faculty conclusion that the high rate of student absenteeism at Northwest High School had lowered educational standards, as work tended to be geared to the rate of absenteeism. These problems identified by the Northwest High School faculty parallel the negative results of poor attendance listed by 1,414 Ameri- can Association of School Administration (AASA) members, most of them superintendents, who responded to the organization's critical issues survey in 1979. They named permanent intellectual and/or vocational damage to students, overall lowering of academic standards and achieve- ment in the school, frustration and moral problems experienced by teachers, poor impression of the school by the community, increased paperwork and record keeping for teachers and administrators, vandal- ism and petty crime caused by truants, and reduced state aid computed on the basis of average daily attendance.8 The attendance policy that was developed by administration and faculty of Northwest High School and implemented in January, 1979, was 8"Keeping Students in School, Problems and Solutions," AASA Criti- cal Issues Report, Shirley Boes Neill (Ed.) (1979): 1-77. based upon the premise that there is a positive relationship between attendance and success in school, that the formulation of good atten- dance patterns is necessary in order to prepare students for the world of work, and that the responsibility for attendance needs to be placed more directly on the student. This attendance policy has been in effect for four years. The yearly average attendance rate has been increased from 89.5% to 94.5%. This represents a 52% improvement in Northwest High School's attendance rate. A graph depicting the improvement is found in Appendix B. It is clearly evident that the attendance policy has been successful in reducing student absenteeism at Northwest High School. Purposes of the Study The first purpose of this study is to determine whether student achievement at Northwest High School has changed since the implementa- tion of the school's attendance policy. A second purpose of this study is to determine if students from the differing socio-geographic areas within the Northwest School District were impacted differently by the attendance policy with respect to achievement and attendance rates. A third purpose is to compare the attendance rate and the academic averages of seven graduating classes, 1976 through 1982. The fourth purpose of the study is to determine if differences in attendance and achievement exist between male and female students in these seven graduating classes and which group may have been impacted more by the attendance policy. Need for the Study The development and implementation of attendance policies has been a relatively recent response by secondary schools to the problem of high school absenteeism. Research has demonstrated a positive correla- tion between school attendance and academic achievement. But the ques- tion of whether a school policy that mandates good attendance has a positive impact on student grades has not been adequately addressed. The studies which have been conducted on the effectiveness of attendance policies in reducing student absenteeism produced data relative to average absentee rates for entire high school student 9 bodies. Such studies have also only examined a relatively short span of time, generally not more than one year beyond the implementation of the attendance policy.10 The question of whether the attendance of all or only some stu- dents improves as the result of an attendance policy and the longi- tudinal effects of such a policy needs further research. Research Questions The following questions will be addressed by this study: 1. Have there been any changes in the cumulative grade point averages of Northwest High School graduates fol- lowing the implementation of an attendance policy? 9William Walter Brokowski, "A Comparison of Secondary School Stu- dent Performance in Attendance Achievement and Related Variables Prior to and During a Restrictive and Punitive Administrative Control Policy for Attendance" (Ph.D. dissertation, The University of Connecticut, 1973. 10Lee Clark Malbon, "A Multivariate Model to Predict Changes in Student Behavior and Achievement Attributable to a Set of Attendance Policy Practices for Secondary Students" (Ph.D. dissertation, Boston College, 1979). 2. Do attendance rates and cumulative grade point averages of students from the various socio-geographic areas in the Northwest School District vary prior to and follow- ing implementation of the attendance policy. 3. Have male or female students shown any or more improve- ment in attendance rates and cumulative grade point averages since the implementation of the attendance policy? Assumptions and Limitations of the Study The validity of this study is affected by the following factors: 1. The study assumes that cumulative grade point average is a measure of student academic achievement. 2. This study assumes socio-economic differences exist between some of the zip code areas within the North- west School District as determined from 1970 U. S. Census data. 3. This study is limited to a single, selected high school. 4. Because the researcher was the administrator charged with the responsibility of enforcing the attendance policy for two and a half years, the results of this study have been affected. 5. Since this study is not experimental in nature, but rather a critical examination, it will seek to de- scribe differences that existed before and after the implementation of the Northwest High School atten- dance policy. It will not attempt to present cause and effect relationships. Definition of Terms Absence Missing school for an entire day. No differentiation will be made between absences considered to be excusable by the school and those not considered excusable.]] nJoseph Lwanto, "High School Absenteeism,” NASSP Bulletin 59 (October 1975): 100-104. Absenteeism The chronic absence of students from school. Achievement For the purposes of this study, achievement will be measured by the cumulative grade point averages earned by students. Attendance Polidy A set of governing principles that establish standards for accep- table student attendance and outline the consequences of excessive absence. The basic intent of an attendance policy is to improve stu- dent attendance. Attendance Rate The percentage of days a student is in attendance out of a 180 day school year. Grade Point Average Using a 0.0 to 4.0 scale, the grade point average is the cumula- tive, numerical average of all grades earned by a graduate of Northwest High School. High School A high school is an educational organization with grades 9-12 or 10-12. Northwest High School is a three grade high school--grades 10-12. Socio-Geographic Area For the purposes of this study, socio-geographic area refers to a zip code area within the Northwest School District which differs from the other zip code areas in the school district in terms of mean family income and median value of owner-occupied housing units. Review of Related Literature The literature reviewed for this study will address the following five topics: 1. the problem of student absenteeism; 2. the attendance policy as an administrative response to student absenteeism; 3. the relationship of absenteeism and achievement/grades; 4. the relationship of socio-economic status and/or geographic factors, absenteeism, and achievement/ grades; and 5. attendance policies and student achievement/grades. Procedures The Population The population with which the study will be concerned will con- sist of the seven graduating classes of Northwest High School from 1976 to and including 1982. General Procedures For each graduating class, students will be grouped according to the zip codes found on the mailing labels on their permanent record cards. From the information on the permanent record cards, the cumu- lative grade point mean of the students in each zip code group will be calculated. Also, for each group, the average attendance rate for each student will be computed, then averaged together to yield an attendance rate mean for each zip code group. 10 The attendance rate mean and the cumulative grade point mean will be computed for males and females by zip code group for each graduat- ing class. Treatment of the Data The various attendance rates and grade point means will be plotted on polygraphs. Overview This research is an attempt to determine if a high school atten- dance policy which has demonstrated success in improving student attendance has had an effect on the achievement of students and whether or not the attendance rate and achievement of some students has been more affected than others. The study is limited to Northwest High School in Jackson, Michigan. Chapter 11 contains a review of the literature pertinent to the study. The research design and the procedures used to collect the data are found in Chapter III. In Chapter IV the data from the study are presented and analyzed. The conclusions of the study are presented in Chapter V in addi- tion to implications and suggestions for additional research. CHAPTER II REVIEW OF RELATED LITERATURE This chapter reviews the literature as it pertains to the issues examined in this research. For each issue, the review of the litera- ture was structured to answer related questions. Regarding the problem of student absenteeism, what is the inci- dence of student absenteeism? Who is absent and why? What are the solutions to the student absenteeism problem? The attendance policy has become a common administrative response to student absenteeism. Why and how have they developed? Are they effective tools in reducing student absenteeism? With regard to the relationship of absenteeism and achievement/ grades, two questions emerged. What is the relationship of absentee- ism and achievement/grades? Is the use of grade point average as indicator of secondary student achievement an accepted research prac- tice and commonly used in the literature? One aspect of this research is the impact of socioeconomic studies and/or geographic functions on attendance rates and achievement. The question becomes, what is the relationship of socio-economic statuses and geographic factors on attendance rates and achievement? Lastly, with regard to the issue of the attendance policy and student achievement/grades, how have policies impacted the daily per- formance of students? 00 attendance policies improve achievement? 11 12 The Problem of Student Absenteeism Student absenteeism is viewed as a major problem in many schools and school systems. On an average day, 4.2 million students, or 10% of those enrolled in the nation's public schools, are absent from school.1 Given a 180 day school year, health officials estimate that a "normal" rate of pupil absence due to illness would be seven to nine days for each student. This translates into an absence rate of four to five percent a year. Less than one percent of the student enroll- ment would exceed this rate because of long-term illness. Today, how- ever, absentee rates of 10 to 15% are not uncommon with the rate ex- ceeding 30% in some urban schools.2 Accurate statistics on high school student absenteeism are diffi- cult to find.3 Students attempt to protect themselves from the nega- tive consequences of being marked absent for the entire day. Prac- ticing administrators find that if the school does not have an effec- tive method for determining when students cut classes, a student may attend his/her first period c1ass--so as not to be considered absent for the day——then cut some or all of the remaining classes. 1"Statistics of Public Elementary and Secondary School Systems," National Center for Educational Statistics, U. S. Department of Educa- tion, Rena M. McDowell and Elaine J. Prince (Eds.) (Fall 1979): 21. 2Thomson and Stanard, 1975, p. 1. 3Beatrice F. Birman and Gary Natriello, "Perspectives in Absen- teeism—~High Schools," Journal of Research and Development in Educa- tion 11 (1978): 29-38. 13 Few states or school districts employ the same method for taking attendance counts of students. AASA contends that many do not count absentees on a daily basis. Some take and report an official absen- tee rate based on a headcount of only one or two days in a reporting period. Some schools only count unexcused absences.4 Finally, in order to protect a school's resources which may be based on average attendance rates, school records may exaggerate stu- dent attendance.5 In spite of the possible overestimates of school attendance fig- ures, rates of absenteeism are on the rise.6 Responding to an Equal- ity of Educational Opportunity Survey in 1965, 12% of the 517 high school principals reported average attendance rates of 90% or lower. The same survey conducted a 1970 revealed that 36% of the principals reported average attendance figures of 89% or below.7 In 1979 it was estimated, based upon 1975-76 school year data, that approximately 3.5 million students or eight percent of the stu— dents enrolled in public schools were absent.8 Today, based upon l979-80 school year data, average daily absenteeism has risen from eight to ten percent, a 20% gain.9 4AASA, 1979, p. 11. 5Birman and Natriello, 1978, p. 30. 6Birman and Natriello, 1978, p. 30. 7 8Educational Research Service Report, "Student Absenteeism" (Arlington, VA: ERS, Inc., 1977): 1-52. 9 Birman and Natriello, 1978, p. 30. Statistics for Public School Systems, 1979, p. 21. 14 The phenomenon of school absenteeism is not new, but the percep- tion of it as a major problem is a relatively recent development. Beatrice F. Birman and Gary Natriello state: From a historical perspective, the problem of high school absenteeism is only as old as compulsory attendance laws. Only when school attendance is mandated does non- attendance become a crime. Only when school attendance becomes universal is non-attendance viewed as deviant (Everhart, l977; Tyack, 1976). In fact, there is some historical evidence which suggests that compulsory at- tendance laws were passed only after high school atten- dance was relatively widespread. With the increasing American emphasis on education in the late 19505 and 19605, it is sometimes easy to forget that only in the past 25 years have high schools been attended by more than 50% of adolescents (Martin, 1974). Absence from school is nothing new. But the negative impact of ab- 10 senteeism may be greater now than was true in the past. John R. Hoback, a high school principal in Boulder, Colorado, refers to compulsory attendance as being "far more of a compulsion in the educator than in the student. We no longer have a captive audi- ence. We no longer have power inherent in one position or in one in- stitution."H Those professionals charged with accounting for and managing to- day's high school student attendance, the secondary principals and assistant principals cite their frustration with the problem "that won't go away"12 in annual polls conducted by the National Association of Secondary School Principals (NASSP). In 1973, 1974, and 1975, NASSP members listed poor attendance as their biggest headache in the daily management of the schools. In the 1”Birman and Natriello, 1978, pp. 29-38. HJohn R. Hoback, "The Problem of Attendance," NASSP Bulletin, 60 (February 1976): 29-29. 12 Thompson and Standard, 1975, p. l. 15 1973 and 1974 surveys, NASSP members rated poor attendance as "their most perpexing student problem" by a ratio of two to one over disci- pline, the second most often mentioned problem with students.13 Only vandalism outranked absenteeism as their biggest problem in the 1976 poll. And again, the NASSP's 1978 survey, attendance was referred to as the "most troublesome day-to-day problem in the administration of secondary schools.14 A 1971 study conducted by Stanford University cited that absentee- ism was seen by school administrators as their major discipline prob- lem. Seven years later in 1978, Duke reported similar findings.15 School superintendents agree with secondary principals that keep- ing students in school is a major problem for school administrators. This conclusion emerged from a critical issues survey conducted in 1979 for inclusion in AASA's critical issues report ”Keeping Students in School, Problems and Solutions." More than 95% of the 1,414 AASA members responding to the survey cited one or more attendance problems. Specifically, 58% expressed concern about casual class cutting, and 51% said casual cutting of en- tire school days was a problem in their districts. Only 4.7% of the respondents to the survey said they had no attendance problems.16 The public is also concerned with the problem of poor attendance by high school students, linking it with what has been perceived as the school's failure to equip students with basic educational skills. 131pm. 14Nancy DeLeonibus, "Absenteeism: The Perpetual Problem," Ihg_ Practioner, V (October 1978): 1. 15Birman and Natriello, p. 29. 16AASA, p. 7. 16 High rates of absenteeism have been given as one cause for the continu- ing decline of SAT scores.17 National enrollment and population trends are expected to exacer- bate the problem of rising absenteeism in the secondary schools. Declining school enrollments have continued and will continue to de- press school budgets and, subsequently, the levels of staffing problems and services designed to deal with absentee problems. The March, 1980, ERS Bulletin reports: Between 1980 and 1983, more students will come from single parent homes, and increasing number will come from minority backgrounds, additional students will come from non-English speaking families, and a higher proportion of teenagers will become pregnant. Each of these factors has been found to be positively correlated with atten- dance problems.18 Although recognized as a major problem facing the nation's public schools, research on student attendance is in short supply. One such study, however, was conducted by Joseph Levanto in 1973. Among his findings were the following. 1. Distinguishable patterns of absenteeism are dis- played when daily absentee data are geographically plotted. For example, weekly cyclical patterns were apparent, with Wednesdays and Thursdays having the lowest absenteeism, and days of important test and examinations reflecting an increase in absenteeism. 2. The boys in the first three years of high school generally have lower rates of absenteeism than girls at the same gradel level. Boys in the senior year of high school have a slightly higher rate of ab- senteeism than girls in the same class. 17Birman and Natriello, 1977, p. 29. 18"Student Attendance," Educational Research Service Bulletin (Arlington, VA: March 1980): 2. 17 3. With each succeeding class and age group, from the ninth through the twelfth, absenteeism increased. 4. Students who lived with both parents generally had a lower rate of absenteeism than those who lived with one parent or guardian. 5. Students in the college preparatory program generally had the lowest rate of absenteeism followed by stu- dents in the business education and the general pro- gram respectively. 6. For senior students, absenteeism generally is lowest for students with the highest I.Q. scores. 7. For senior students, absenteeism generally is lowest for students with the highest ranks in academic achievement. 8. Students who participated in both school sponsored athletic and non-athletic type activities generally have lower rates of absenteeism than those who par- ticipate in one or none of these activities. 9. The absentee rate generally was higher for black stu- dents than for white students. 10. Students of the Jewish faith had the lowest rate of absenteeism followed in order by Catholics, other religions, protestant, and those who reported no religion. 11. The poorer the students' personality rating by teach- ers on a scale developed for this study, generally the higher the rate of absenteeism.1 The Levanto findings were generally confirmed by James Nelson in his 1972 study.20 Nelson also found a strong correlation between high rates of absenteeism and failing grades. The October, 1978, issue of The Practioner reports: 19Joseph Francesco Levanto, "The Identification and Analysis of Factors Related to Secondary School Absenteeism (Ph.D. dissertation, The University of Connecticut, 1973). 20James Nelson, "Student Non-attendance, Class Truancy, and Fail- ure at the Secondary School Level," unpublished paper (Evanston, IL: Evanston Township High School, 1972). illness. 18 Most student absences in the past were attributable to For example, in a 1928 study illness was found to cause 63% of absences while truancy accounted for only two and a half percent. A 1939 Oregon study found illness as the overwhelming cause of absenteeism with "colds, sore throats, and the flu" alone accountable for 50% of the missing students. Today, however, absences are likely to be for personal convenience or recreation and not for ill- ness.21 The causes of student absenteeism today are complex and varied. It was difficult for Tennessee high school principals in a 1977 study to identify any one cause for student absenteeism. Instead, they felt that such factors as compulsory attendance laws, changes in student attitudes toward authority and school, and erosion of parental control were the primary forces leading to increased absenteeism. 22 The ERS report on student absenteeism outlined the reasons for excessive ab- senteeism found in the literature as follows: I. In-school factors A. Staff 1. Unsatisfacton/relations between the school staff and the student and his/her parents 2. Personality conflicts with teachers 3. Ineffective teaching 4. Lack of teacher training programs 5. Inadequate or poor staff direction and supervision 6. Unsound teacher/staff attitude toward attendance B. Instruction 1. Poor learning environment 2. Inadequate program selection 3. Poor educational preparation 4. Lack of personal achievement and responsibility 5. Perceived inequity of school reward structure 6. No personal identification with school assignments 7. Task and subject repetitiveness 8. Little variety in class scheduling 9. Arbitrary and inappropriate curricula and standards 10. Fragmentation of instruction due to absences of regular teachers 2'NAssp, p. 1. 22 DeLeonibus, p. 2. C. 19 Other 1. Unclear school duties and responsibilities 2. Ineffective grievance procedures 3. Ineffective attendance monitoring system 4. Inappropriate student transfer policies and procedures II. Personal and family factors A. Personal 1. Illness Accident Lack of motivation Poor self-image or other personality conflicts Physical, mental, emotional handicapts . Learning disabilities . Disregard for the seriousness of unexcused absences arental . Marital problems in the home . Unfavorable parental opinion towards school Erision of parental control ocial . Race and ethnic group status . Religious or ethnic holidays Over-ageness in grade . Habits--drugs, alcohol, etc. . Peer pressure onetary . Economic status . Need to seek employment ther Household or parental duties . Recreational activities . Winter vacations 4. Novel life-styles 3 4 5 6 7 P 1 2 3 S 1 2 3 4 5 M 1 2 0 1 2 3 III. General environmental factors mo 0 m> Inadequate means of transportation Lack of facilities for child care, care of the aged and sick Lack of business, governmental, medical, and personal services at convenient out-of—school hours Inclement weather conditions Strong competition from community events and out-of- building educational opportunities. Beatrice F. Birman and Gary Natriello categorize the explanations of absenteeism into three groups: "student-level explanations," "school-level explanations," and "societal-level explanations." These 23 ERS report, pp. 4-5. 20 categories provide a useful framework for the discussion of the reasons for high absenteeism among students.24 Student-Level Explanations Student-level explanations of absenteeism are the most frequently used by psychologists and educators in response to the question, why are certain students chronically absent from school? School absence may be viewed as an expression of non-conformist behavior and as the result of inadequate socialization in childhood. Students may not attend school because attendance is not rewarding to them or because other activities outside of school are considered to be more rewarding.25 School-Level Explanations Many social scientists propose school-level explanations to the problems of excessive student absenteeism. The question becomes, why do some schools have higher rates of absenteeism than others? The power of the peer group is seen to have an impact. If the students in a school do not value school attendance, then rates of absenteeism can be expected to be higher than in schools where stu- dents value regular attendance. Explanations focusing on the influences of peer groups have been joined by a growing body of research on the effect of school context on students. The literature proposes that "a school-level characteristic 24Birman and Natriello, pp. 32-34. 25Ibid, p. 32. 21 such as average achievement affects the performance of a given student independent of the student's individual characteristics.26 Extending this concept to predict high school absences, it has been argued that given students with identical characteristics, those who attended schools with high rates of absenteeism would be more likely to be absent but would also be less likely to perceive them- selves as having high absenteeism rates.27 Beyond the impact of the peer group, other social scientists have pointed to the structural arrangements within the school to explain high rates of absenteeism among students. Student alienation from a lack of participation in the governance of the school, outdated curric- ulum, and the impersonal nature of larger schools have been cited.28 Societal-Level Explanations Only recently have educators begun to recognize societal-level ex- plantions for school absenteeism. Here the question becomes, why are high rates of absenteeism more common in some societies and during cer- tain times than in others? John Hoback states: Our society has indeed changed; so that almost half the adolescents are not living with both natural parents or near to other relatives; so that it is increasingly diffi- cult for adolescents to find positions of responsibility and worth in the family or in the community; so that authoritarianism has dramatically diminished in the home, in the military, in law enforcement, and in business or- ganizations.29 26Birman and Natriello, 1978, p. 32. 27Ibid. 281pm. 29Hoback, 1976, p. 23. 22 It is the view of Carnoy and Levin that "differential rates of absenteeism and high school completion merely reflect the social order."30 Birman and Natriello further explain, "The social order per- petuates higher absenteeism and drop out rates for some students as a way of preparing them for their later social status." Schools, they suggest, "are structured to discourage attendance among certain groups of students and that absenteeism rates are a function of a society's rate of unemployment."31 As social values have changed, so have perceptions of the stu- dent's role changed. Hoback contends, Yet another aspect of the social (and legal) change with which senior high schools must cope is the newly organized majority status of the l8-year-olds. These young adults ggiegggfigejggtigigglyzresentful of paternalism and illogical The new perception of adolescents is as adults and citizens with legi- timate needs and interests which can be fulfilled outside of the educa- tional system.33 Rather than blaming students for non-attendance, schools are criticized for failing to recognize the new social status of students and for failing to provide them with activities that hold their interests. High unemployment rates result in school no longer being seen as a guarantee of future employment. Students, therefore, perceive school as less useful in meeting their future needs and, therefore, put less effort into school. O Birman and Natriello, 1978, p. 34. 3' Ibid. 32 Hoback, 1976, p. 32. 33Birman and Natriello, 1978, p. 34. 23 Whatever the causes of student absenteeism, the charge to school administrators and school personnel for attendance still exists. They are seen as the responsible parties for imparting basic educational skills and employability skills to students, maintaining discipline standards and running an efficient organization to maximize learning. In the 1979 critical issues survey conducted by AASA, school ad- ministrators were asked to indicate what was the most negative result of poor school attendance. The seven results cited are listed in rank order of importance: 1. Permanent intellectual and/or vocational 38.2% damage to student dropout 2. Overall lowering of academic standards 24.7% and achievement in the school 3. Frustration and moral problems experienced 21.1% by teachers 4. Poor impression of the schools by the 18.4% community at large 5. Increased paperwork and record keeping 16.8% for teachers and administrators 6. Vandalism and petty crime perpetuated by 3.4% truants 7. Reduced state aid computgg on basis of 2.5% average daily attendance Recognizing that the problem impacts all the components of the school community and for the students extends into adulthood, many schools have sought solutions to the problem of excessive absenteeism among high school students. The intervention employed to promote attendance among high school students depends upon which explanation for high absenteeism is 34AASA, p. 11. 24 accepted. A wide range of possible explanations have been reviewed. These explanations cover three levels: the student, the school, and the society. Each level of explanation suggests a different method of intervention. Student-level explanations, i.e., non-conformity, inadequate socialization, and attendance are not perceived as a rewarding activity support interventions which are focused on the student. These inter- ventions can be either punitive or rehabilitory in nature. Absenteeism is viewed as a discipline problem if students are viewed as rebellious and non-conforming. The solution becomes policy and rule enforcement. Rehabilitation would be offered in a group or individual counseling approach to help students change their attitudes and behavior patterns. In both these approaches, the problem and the solution lie within the student. School-level explanations for poor attendance require interven- tion strategies aimed at modifying present school structure and facili- tating more favorable peer group attitudes with regard to attendance. Attempts would be made to increase student participation in student government and/or increasing student input into the curriculum. Inter- vention concerning peer group attitudes would focus on efforts to place greater emphasis on extracurricular activities, to increase school spirit through competitive athletics, or to create a more friendly, relaxed atmosphere in school. Such school-level interventions have met with criticism. Some schools exist where students attend primarily to socialize with their friends, not to attend class.35 35 Recommendations calling for increased Meyer et al., p. 35. 25 student participation in school governance and curriculum were popular 36 a in the late 19605 but have been given in recent years by Wirtz s a cause of the decline in high school academic standards. Short of a complete social restructuring, some societal level explanations do not translate easily into workable intervention strate- 37 gies. Timpane et al.38 proposed flexible hours and schedules for secondary students, competency based graduation requirements, elimina- tion of compulsory attendance laws, and the dispersion of the education of students to the workplace and the community as interventions that could positively impact high school student attendance. A 1979 Educational Research Service report on student absenteeism listed five major categories of specific approaches that school systems have used in attempting to improve attendance: 1. Rewards for good attendance a. Exam exemption b. Inter- or intra-school competition for prizes, etc. 2. Punishments for excessive absenteeism a. Withholding of course credit b. Lowering of grades c. Suspensions, expulsions, etc. 3. Home-school contacts By mail or telephone, resulting in increased parental awareness leading to active involvement in conferences, etc. 4. Community-school contacts a. Law enforcement involvement b. Participation in community services, Etc. 5. Alternative programs for poor attenders.3 36Birman and Natriello, 1978, p. 29. 37Ibid. 38mm. 39 "Student Absenteeism," 1977, p. 22. 26 NASSP reports that "numerous variations exist on these themes, community by community. Schools simply take the approach that makes the most sense for local conditions."40 According to Robert Byrne, In the final analysis, the problem of attendance will not be solved until all levels of the system affirm its importance and express resolve to seek and find the solu- tion that works.4 The Attendance Policy as an Adminis- trative Response to Student Absenteeism The review of the literature led this researcher to conclude that school boards and school administrators, while recognizing the school— 1evel and societal-level explanations for absenteeism, primarily view the student as the focus of the problem and of the solution. Brokowski and Dempsey state, "A policy to control attendance appears to be a fre- 42 quent response to the problem of increasing student absenteeism." This is reflected in the literature dealing with the development and implementation of high school attendance policies.43"52 4ONASSP, p. 8. 41 Robert Byrne, "Capturing the Elusive Student: Putting Account- ability Theory into Attendance Practice," NASSP Bulletin, 65 (May 1981): 33. 42 44 43 Brokowski and Dempsey, p. 129. Carruthers, pp. 117-118. Byrne, p. 33. 45Don C. Rod ers, “Stepping-up School Attendance,” NASSP Bulletin, 64 (December 1980?: 122-24. 46Martin A. McKnight and Susan C. Hines, "Read This Before Adopt- ing a Policy on School Attendance," Executive Educator, 2 (September 1980): 34-38. 47 48 Brokowski and Dempsey, pp. 129-130. NASSP, p. 8. 27 The 1979 survey conducted by AASA for its critical issues report revealed that four out of five (79%) of the responding administrators reported that their school boards follow a written policy for student attendance. The larger the school district, the more likely it is to follow a written policy. Slightly more than 90% of the largest school districts (more than 25,000 students) follow written policies, accord- ing to respondents, compared with 77% of the smallest districts (under 5,000 students).53 In a survey by the Connecticut Association of Secondary Schools (CASS) which is an affiliate of the National Association of Secondary School Principals (NASSP), 80% of the principals reported that they had a formal attendance policy.54 What constitutes a written policy varies greatly from a one sen- tence recognition of the expectation of attendance to printed booklets outlining responsibilities of all involved parties, definitions, pro- cedures, and consequences of excessive absences.55 School board policies on attendance are impacted by federal, state and local considerations. Federal law prohibits school districts from discriminating in providing education on the basis of race, sex, and 49Ronald L. Feist, "Development and Implementation of a New Atten- dance Policy at Napa High School (Nova University Practicum Report, June 1977): 83. 50Tom Fatinos, "Napa High School Attendance Policy. An Experiment to Reduce Unnecessary School Absences" (unpublished, July 1976). 510anie1 L. Jett and Melva Platt, "Pupil Attendance: The Bottom Line," NASSP Bulletin, 63 (February, 1979): 32-38. 52Richard L. Suprina, "Cutting Down on Student Cutting," NASSP Bulletin, 63 (February 1979): 27—29. "“" 53 54 AASA, p. 39. Brokowski and Dempsey, p. 129. 28 marital status of the student. The Supreme Court has addressed the issue of due process for students. At the state level, constitutional provisions, state laws, court decisions, and various rules and regulations provide the legal frame- work that shape school attendance policies. At the local level, school board members, acting as a body, deter- mine the policy and its scope. The school attendance policy they adopt may give little or considerable discretion to administrators and teach- ers. It can be concluded that great variation can be found in atten- dance policies and procedures from state to state and from school dis- trict to school district, and sometimes even between schools within the same school district.56 "The basic intent of school attendance policies is to help stu- dents in schoolfl57’ They generally quote compulsory attendance statues and/or provide a rationale for regular school attendance. The policies usually make reference to the parents' legal responsibility for their children's attendance. The wording of the attendance policy determines the enforceability of the policy. 'For example, strong, clear language can result in strong, consistent enforcement by school administrators. A weak policy with ambiguous language provides loopholes which make enforcement dif- ficult, if not impossible. AASA reoorted the following trends in school district interven- tions in its 1979 report: 55 56 57 AASA, p. 39. Ibid., p. 43. Ibid. 29 l. The attitude that school attendance is the respon- sibility of parents and students is more prevalent among administrators than in the past. 2. School policies that base grades, course credits, and promotion on attendance rates are being adopted. 3. Some districts are reserving the right to determine the legality of excuses, thereby overriding unac- ceptable excuses even if they have been condoned by the students' parents. 4. Formulas for converting class skips and lateness to official absences have been developed so that, for example, three tardies may be equal to one absence. 5. Policies with strggt due process protections are being formulated. Schools identified by NASSP as making headway in curbing absentee- ism responded to a questionnaire requesting a summary of attendance policies, procedures, and subsequent attendance data. The policies of these schools were deve10ped because absenteeism was interfering with the educational process, and it had become an administrative burden. While the schools vary in size and location and the polcies varied in form and scope, "their common feature is a dedication to finding an acceptable solution to the problem of student absence."59 The following conclusions were drawn from the successful policies and published by NASSP: 1. Participation in the formulation of attendance policy is broad based. Administrators, teachers, students, and parents usually are involved in policy making. 2. The policies are strong. When little or nothing is done about attendance, the problem gets worse. Schools making headway on attendance are schools that expand considerable thought and effort on solving the problem. 58 59 ERS Bulletin, p. 2. NASSP, p. 8. 30 3. Policies clearly specify, in writing, attendance ex- pectations and delineate the outcomes of good and poor attendance. 4. Policies are well publicized. Parents and students clearly are informed of attendance requirements. 5. Policies are consistently enforced. At each level of enforcement--teacher, counselor, assistant prin- cipal, principal--compliance with policy is expected. 6. Immediate follow-up on absences is made by a letter, 60 a telephone call to the home, or by some other means. The provisions of such policies typically restrict the number of student absences to specific limits and impose penalties affecting course grades or course credits on violators. Eighty-five percent of the principals responding to the CASS survey reported that their poli- cies were restrictive and punitive and did not reward good attendancefn Attendance policies appr0priately worded and consistently enforced appear to be effective tools in reducing student absenteeism. Many schools that have implemented attendance policies have cut their ab- 62 sentee rates in half. Eighty percent of the Connecticut principals responding to the CASS survey reported that their policies were moder- ately effective.63 Specific examples reported to NASSP are: Absenteeism has dropped from 11% to five percent in the past three years at Lake Oswego (Oregon) High School since the implementation of their attendance policy. Presque Isle (Maine) High School reported their absentee- ism dropped two to three percent in the past three years. The Leavenworth (Kansas) Senior High School attendance policy has been attributed with reducing the absence rate from ten to five percent. 60 61 Ibid., pp. 6-7. Brokowski and Dempsey, p. 129. 62NASSP, p. 8. 63Brokowski and Dempsey, p. 129. 31 Howe (Texas) High School was able to improve its already high attendance rate of 94% to 96% since implementation of its attendance policy. Hannibal (Missouri) High School credits its attendance policy with the return of 60% of its dropouts--the 1973-74 school year and the marked improvement in atten- dance of 50% of the students with attendance problems. The following schools were among those identified by NASSP in 1978 has having attendance policies that have reduced absenteeism rates: Bristol (Connecticut) Eastern High School cited a reduc- tion in absenteeism from 12 to 6.5% in the three years since the implementation of its attendance policy. A policy involving loss of credit at Maynard (Massachu- setts) High School reduced class absences from 22.9% in 1973-74 to 6.3% in 1976-77. More significantly, since students are no longer permitted to be in school and not go to class, student failure has been reduced by 50%. William J. Palmer High School of Colorado Springs, Colorado, reported their absenteeism had declined to 4.6%. There had also been a 37% decrease in period truancies per girl and a 41% decrease in period truancies per boy. Furthermore, a comparative study of first semester grades in 1976 and 1977 showed that more students achieved honor grades and fewer students earned D or F grades. The Northwest High School attendance policy has demonstrated in- creasing success since its implementation in January, 1979 (see Appen- dix B). In the year preceding its implementation, the average atten- dance rate was 89.5%. In the 1978-79 school year, the year of imple- mentation, the attendance rate rose to 91.4%. The 1979-80 school year registered another increase in attendance, to 92.5%. Ninety-three point four percent of Northwest students were in attendance in 1980-81. Last year, 1981-82, attendance was again up, to 94.5%. A 52% improve- ment has occurred in the attendance of Northwest High School students since the implementation of the school's attendance policy. 64 65 NASSP, pp. 9-12. Ibid., pp. 7-12. 32 The Relationship of Absenteeism and Achievement/Grades Although students who attend school regularly are thought to achieve higher grades, Richard M. Rozelle indicates that the research 66 in this area is inconclusive. The results of 11 studies conducted from 1925 to 1960 indicate significant relationships between absence and grades when measured in the same term.67 However, 12 other studies administered from 1923 to 1962 could find no relationship between absence and grades.68 For the purposes of this research, the focus will be on more re- cent research on the absenteeism-achievement relationship for secondary students. Harnischfeger and Wiley, concerned about current events and poli- cies resulting in decreases in the total amount of schooling, conducted a study in 1975 which examined the relationship of quality of schooling and achievement. They concluded that (a) promoting changes in the average daily attendance of pupils results in positive achievement con- sequences, and (b) increases in achievement would be obtained if edu- cational policy could effect higher attendance rates.69 In the most recent research on the relationship between attendance and grades, there is an indication of a positive relationship, as evi- denced by the following studies. 66Richard M. Rozelle, "The Relationship Between Absenteeism and Ehrades," Educational and Psychological Measurement 28 (Winter 1968): 1151-1158. 67 68 ”Student Absenteeism," 1977, p. 10. Ibid. 69Harnischfeger and Wiley, 1975, pp. 1-4. 33 Anita A. Summers and Barbara L. Wolfe reported in their 1975 study that unexcused absences have a negative effect on achievement of twelfth grade students. Five or more unexcused absences per year means .4 national percentile points less growth in achievement.70 In a study conducted by Huberto Molina in 1974 to determine the effects of periodic and occasional absenteeism on student performance, Molina discovered that pupils who maintained continuous contact with the teacher attained the course objectives. Students who were periodi- cally absence, did not.71 Project Mack, a program at McClymonds Hugo School in Oakland, California, in 1974, was designed to reduce the dropout rate, improve student achievement, reduce absenteeism and class cutting. At the con- clusion of the 1974-75 school year, the absentee rate was reduced by 14.1%,auulthe reading and mathematics scores of students enrolled in reading and math programs showed significant gains. 72 The Beginning Teacher Evaluation Study (BTES) Sponsored by the Na- tional Institute of Education addressed the importance of ”time on task" or the actual amount of time a pupil is engaged in an academic task. BTES researchers concluded that "regular school attendance im- proves achievement--provided classroom time is spent on actual learning tasks." 73 7OAnita A. Summers and Barbara Wolfe, "Which School Resources Help Learning? Efficiency and Equity in Philadelphia Public Schools," Busi- ness Review (February 1975): 28. 71Huberto Molina, "Evaluating the Effectiveness of a Program Used in School Situations Characterized by High Pupil Absenteeism and Atten- tion," paper presented at the annual AERA meeting (Chicago, April 1974) 72Joseph Adwere-Boamah, "Project Mack Final Evaluation Report 1974-75,'I (Washington, DC: Bureau of Elementary and Secondary Educa- ‘tion, November 1977). 73 "Keeping Students in School...," 1979, p. 22. 34 In 1968 Richard Rozelle attempted to determine if poor attendance caused poor grades or if poor grades resulted in poor attendance. While his results were not conclusive, they indicated that poor atten- dance caused subsequent low grades. 74 The school experiences of students with cancer was the focus of Nancy Cairns' 1980 study. She determined that the most frequent prob- lem was absenteeism and that high absenteeism was coupled with declin- ing grades for 18.1% of the sample and failing grades with 10.6% of the sample. 75 Harnischfeger and Wiley contend that the quantity of education is usually not addressed in discussions of the determinants of academic achievement. It is their belief that large variations in the amount of exposure to schooling exists as do large effects of exposure on achievement. 75 Karawiett argued with Harnischfeger and Wiley in her 1975 report entitled "Is Differential Access to School an Important Factor in Stu- dent Outcomes." She explored whether differential access to school as measured by student attendance, length of school day, and school term is an important determinant of student achievement. She concluded that individual attendance is a mediating variable between individual back- ground factors, school factors, and achievement outcomes. 77 74Roze11e, 1968, p. 1156. 75Nancy U. Cairns, ”Meeting the Educational Needs of Children with Cancer" (Bethesda, MD: National Cancer Institute, April 1980). 76Harinschfeger and Wiley, 1975, p. 1. 77Nancy L. Karawiett, "Is Differential Access to Schools an Impor- tant Factor in Student Odtcomes?" (Baltimore, MD: Johns Hopkins Uni- versity Center for the Study of Social Organization of Schools, Decem- ber: 1975) (unpublished manuscript). 35 Benefits other than improved academic achievement were identified by Colderon and Shiffington in 1975. They cited evidence "that higher attendance at the secondary level . . . was related to a more respons- ible attitude, enjoyment of school, and success in school settings." 78 Early in the development of this research, the question of how to measure the achievement of high school graduates surfaced. N0 stan- dardized achievement tests are given to all students at Northwest High School beyond the Michigan Educational Assessment Program in the fall of their tenth grade year. Some junior and senior students take the SAT, PSAT, and ACT tests, but generally only those who are in college preparatory programs. The only universal measure of achieve- ment for Northwest High School students is the cumulative grade point average. In reviewing the literature it became evident that grade point averages were frequently used by researchers as measures of secondary student achievement. Apparently other researchers encounted a similar dilemma: an absence of achievement testing of all secondary students in the latter years of high school. Seven doctoral dissertations written between 1971 and 1981 utilize grades and grade point averages as measures of achievement for high school students. In Hedgpath's 1981 doctoral dissertation entitled "A Comparison Among Students' Extracurricular Involvement, School Attendance, Grade Point Average, and Other Selected Variables as Measured in Four Large Urban High Schools in Texas," he determined females consistently had higher grade point averages than males, while males consistently had 78"Student Absenteeism,“ 1977, p. 11. 36 lower absentee rates than females. Tenth graders usually had the high- est grade point averages and the lowest absenteeism. Eleventh graders had the lowest grade point averages, while twelfth graders had the highest absentee rates.79 English course grades were analyzed as measures of academic achievement in Lynch's 1981 dissertation, "An Analysis of the Relation- ships Among Academic Achievement, Attendance, and the Learning Style Time Preferences of Eleventh and Twelfth Grade Students in a Suburban New York School District." In this study Lynch hypothesized that comparisons among groups of students would reveal no significant dif- ferences in the mean English course grades or the mean number of days of partial or full truancy among initial and chronic secondary school truants. Following the analysis of his data, he found that a correla- tion did exist between academic achievement and the number of days of partial or full truancy. 80 Malborn's l979 dissertation entitled ”A Multivariate Model to Pre- dict Changes in Student Behavior and Achievement Attributable to a Set of Attendance Policy Practices for Secondary Students" utilized mean cumulative grade point averages of senior students for analysis of achievement changes. The new set of attendance policy practices im- proved student attendance by 3.7% during the first year for the entire 7EWalker David Hedgpeth, Jr., "A Comparison Among Students' Extracurricular Involvement, School Attendance, Grade Point Average, land Other Selected Variables as Measured in Four Large Urban High .Schools in Texas" (Ph.D. dissertation, East Texas State University, 1981). 80Peter Kevin Lynch, "An Analysis of the Relationships Among Aca- denric Achievement, Attendance, and the Learning Style Time Preferences (If Eleventh and Twlefth Grade Students Identified as Initial or Chronic 'Truants in a Suburban New York School District" (Ed.D. dissertation, St. John's University, 1981). 37 population at the high school. The mean cumulative grade point average increased for the total population of seniors during the school year with the new set of attendance policy practices. Malborn suggests that additional research is needed to determine whether similar results will occur beyond the first year of the new attendance policy.8] Williams also used grade point averages in his 1975 dissertation, "A Model of Improving Attendance and Achievement in an Urban High School." Following the implementation of a four part program to im- prove attendance and achievement at an Ohio high school, attendance improved 15.1% in 1974-75 over 1973-74. When comparing 1973-74 and 1974-75 results, achievement, as determined by the grade point average, showed a .62% improvement” 82 High school achievement based on grade point averages of students was again cited in Venable's 1971 dissertation entitled "Variation in Achievement in High School of Students from Various Feeder Elementary School Districts and Attendance Centers Within a Unit District." She found significant differences based on grade point averages of students from various districts and attendance centers in three of four grade 83 levels. 8ILee Clark Malbon, ”A Multivariate Model to Predict Changes in Student Behavior and Achievement Attributable to a Set of Attendance Policy Practices for Secondary Students" (Ph.D. dissertation, Boston College, 1979). 82Lofell Williams, "A Model for Improving Attendance and Achieve- tnent in an Urban High School" (Ph.D. dissertation, University of Cin- cinnati , l976). 8'3Connie Lee Venable, "Variation in Achievement in High School of .Students from Various Feeder Elementary School Districts and Attendance Centers Within a Unit District" (Ph.D. dissertation, Southern Illinois University, 1971). 38 One of her findings revealed a tendency for students from higher socioeconomic communities to achieve higher grade point averages in high school with two exceptions. In one district representing a closely knit community, students received relatively high grade point averages in spite of relatively low socioeconomic conditions. In another district, representing a loosely organized area, students re- ceived relatively poor grade point averages in spite of relatively high socioeconomic conditions. In 1979 Brokowski attempted to ascertain whether the performance of high school students on selected variables differed from before and after the implementation of an attendance policy in his dissertation, "A Comparison of Secondary School Student Performance in Attendance, Achievement, and Related Variables Prior to and During a Restrictive and Punitive Administrative Control Policy for Attendance." The two variables of attendance and achievement were measured respectively by mean numbers of days in attendance and mean academic averages. Com- parison of means was made for students grouped by their grade, sex, and IQ level. 84 Brokowski concluded that students with high 105 showed no signifi- cant difference for performance in attendance and achievement vari- ables. Grouping students by sex was of no significance in nearly every performance measure. He determined from the findings that the imple- mentation of a restrictive and punitive attendance policy may result in 84William Walter Brokowski, "A Comparison of Secondary School Student Performance in Attendance, Achievement and Related Variables Prior to and During a Restrictive and Punitive Administrative Control Policy for Attendance” (Ph.D. dissertation, The University of Con- necticut, 1973). 39 improved performance in attendance and achievement for certain stu- dents. In his 1973 dissertation, "The Identification and Analysis of Factors Related to Secondary School Absenteeism," Joseph Levanto ob- tained attendance data, student achievement grades, and personal infor- mation from student records. Among his findings were that boys, with the exception of the senior year, have lower absentee rates than girls and that for senior students, absenteeism was generally lowest for students with the highest ranks in academic achievement.85 A 1980 study in the Charlotte-Mecklenberg school system in Char- lotte, North Carolina, analyzed grades and days absent for 4,000 stu- dents. This analysis revealed a high correlation (0.89) between the number of days attended and the grades that were made. Thirty percent of those tenth grade students who failed the competence test in October 1977 missed 20 or more days of school in the ninth grade.86 Ronald N. Gillespie, Director of Guidance for the Northwest School District, proposed an explanation for the limited use of achievement tests in the final years of high school. Gillespie explained, The primary purpose of achievement testing in elemen- tary through junior high school is to identify academic weaknesses that can, as a result of identification, be addressed and corrected. By the time a student is in the eleventh or twelfth grade, little time remains for correc- tion of academic weaknesses; thereggye, mass achievement test1ng 15 generally not employed. Hoback, critical of the traditional high school system, offers another point of view when he states, 85 86 Levanto, 1973. Rogers, 1980, p. 122. 87Interview with Ronald Gillespie, Director of Guidance, North- west School District, Jackson, Michigan, July 28, 1982. 4O Achievement is measured primarily in terms of time spent in class (or time endured as the case may be). Instead of establishing achievement criteria in terms of behavioral outcomes, anecdotal descriptions of achieve- ments or comprehensive standardized measurements, we al- most universally use vague guesstimates as "years in school" or "credit hours," Carnegie units or "high school diploma." Along with the subjectively granted letter grade, tin§e8 is the primary language used to measure 1earn1ng. The Relationship of Socioeconomic Status and/or Geographic Factors on Attendance Rates and Achievement Three studies were found that address the relationships of socio- economic status on attendance rates and achievement. In 1969 Alvin L. Bertrand and Marion 8. Smith examined environmental factors and school attendance to account for rural youths having lower attendance and lower educational attainment than urban youths. They concluded that the negative educational values in the homes examined in their study were largely responsible for influencing the educational opportunities of rural youth. Sheila Mitchell and Michael Shepherd studied the attitude toward school of a random sample of British students. The children's family socioeconomic status, achievement attainments, and attendance records were among the variables examined. Mitchell and Shepherd concluded that pupils ages 11-15 are absent more than the 5-10 year age group and disliked school more. From the socioeconomic information obtained from the parents, they determined that pupils who dislike school are more 88Hoback, 1976, pp. 21-22. 89Alvin L. Bertrand and Marion B. Smith, untitled paper (Baton Rouge, LA: Louisiana State Universitygand Wsshington, DC: Department of Agriculture; September 1969). 41 prone to physical ailments. They also discovered from their sample that a higher proportion of pupils who like school and have good atten- dance have fathers in non-manual occupations.90 A direct correlation was found between socioeconomic position and academic achievement by Richard Cloward and James Jones in 1962. One cause of low achievement among poor youth was the fact that they received less instructional time due to higher absentee rates, poor health care, and the fact that more of the teachers' time was consumed by discipline problems.91 Attendance Policies and Student Achievement/Grades There has not been much research conducted on the impact that specific school attendance policies have had on the academic achieve- ment of students. The 1977 ERS report on student absenteeism reported that, . . . writing for the New York State Education Depart- ment, John J. Heim (1973) found that of the six studies he reviewed, pupil absenteeism had a negative impact on achieve— ment in four of them. Since the studies attempted to con- trol for socioeconomic status (a factor outside the school setting), he declares that "the relationship found between absenteeism and student achievement at least partially re— sults Jrom variations in schools' policy toward absentee- 15m." The research that most directly addresses the impact of an atten- dance policy on student achievement was conducted by Brokowski in 1979. 90Sheila Mitchell and Michael Shepherd, "The Child Who Dislikes Going to School," reprint from The British Journal of Educational Psychology 37, Part I (February 1967). 91Richard A. Cloward and James A. Jones, "Social C1ass--Educa~ tional Attitudes and Participation” (New York: Columbia University .School of Social Work) (unpublished and undated). 92"Student Absenteeism," 1977, p. 12. 42 While cautioning that his conclusions should not be generalized beyond the study sample except for schools similar to New Milford, a suburban high school with an enrollment of 1,250 students in grades nine through 12, he determined that a correlation exists between high attendance rates and high achievement scores. Punitive attendance policies, he suggested, appear to result in higher attendance rates for most students and higher achievement scores for students with low IQs. He found no achievement gains for students with high 10593 Brokowski recommended that the maturity and ability levels of stu- dents be recognized for the appropriateness and desireability of such attendance policies. He further recommended the development of addi- tional strategies for improving attendance and achievement beyond re- structure or punitive rules since the finding of his study indicated that all students evidently do not perform more favorably on these variables. Summary The review of the literature focused on five issues related to the research. For each issue questions were identified and answered. The problem of student absenteeism is widespread and growing. The causes are many and varied as are the suggested solutions. The attendance policy has been a frequent administrative response 'to the problem of student absenteeism. They have developed as an arttempt to curb rising absentee rates. Evidence exists that they are effective tools in reducing student absenteeism, particularly in the short term. 93Brokowski, 1979. 43 Research seems to indicate a negative correlation between absen- teeism and achievement/grades. While not used universally, the grade point average is commonly used by researchers as a measure of acheive- ment for secondary students. The research review indicated a positive correlation among low socioeconomic status, 10w achievement, and high absenteeism. More research appears to be needed in the area of the impact of attendance policies on the daily performance of students. While an ample number of studies demonstrate the effectiveness of such policies in the reduction of student absenteeism, there is limited research on their impact on student achievement. CHAPTER III DESIGN OF THE STUDY The problem of high absenteeism among secondary students in the nation's public schools is of great concern to high school administra- tors. Excessive student absenteeism disrupts the instructional pro- cess, frustrates administrators and teachers in their efforts to record and to account for pupil attendance, and jeopardizes the finances of school districts that must rely on attendance for state aid. Beyond the immediate scope of the school, others are impacted by this problem. Attendance officers and law enforcement officials must notify parents, locate and return absent students to school. Judges are charged with trying cases involving violation of state compulsory attendance statutes. [Merchants complain that loitering teenagers who are absent from school result in financial losses due to misbehavior and shoplifting. Attendance policies have been implemented in schools across the nation, and many have been successful in improving the attendance rate of students. Several questions remain unanswered with regard to the impact of these policies. 00 attendance policies which improve student attendance also improve student achievement? Does the attendance and achievement of all or only some students improve? Is the impact of :such policies on attendance and achievement continual or short termed? 44 45 This study was designed to address these questions. In this chap- ter the design of the study is described under the following headings: population, sources of data, procedures, research questions, and summary. Population Northwest High School in Jackson, Michigan, housing grades 10 through 12, implemented in January, 1979, an attendance policy designed to curb high absenteeism among its students. The researcher was inter- ested in analyzing the attendance rates and cumulative grade point averages of the students prior to and following the implementation of this attendance policy. The population used for this study were 1,777 students from seven graduating classes, the class of 1976 to and including the class of 1982 of Northwest High School. The classes of 1976, 1977, and 1978 will represent the pre- treatment group. These graduating seniors had no exposure to the ex- pectations and consequences of the ten day attendance policy. The classes of 1979, 1980, 1981, and 1982 will represent the post- treatment group. The policy was only in effect for the final semester of the students in the class of 1979. The class of 1980 functioned under the limits set by the policy for one and one half years, and the class of 1981 for two and one half years. The policy was in effect for all three years that the class of 1982 attended Northwest High School. The graduates from the classes of 1976 through 1982 who trans- ferred into Northwest High School and/or did not attend Northwest High School for three academic years were excluded from this study. This 46 was done to keep the attendance procedures and the awarding of grades and credits standard for the groups examined. The total population of graduating seniors from the classes of 1976 through 1982 of Northwest High School in Jackson, Michigan, excluding transfer students, was the focus of this study. Sources of Data There were two primary sources of data for this study, student permanent record cards and U. S. census data obtained from the Michi- gan Metropolitan Information Center of Wayne State University, Detroit, Michigan. Student Permanent Record Cards Data on 1,777 students' attendance and grades were taken from individual student permanent record cards on file at Northwest High School. Joseph Levanto1 and Nancy L. Karweit2 also used student re— cords as source documentsin their research on factors related to stu- dent attendance problems. The information contained on these cards used for this research included name, address and sex of the student. His/her graduating class, a computed cumulative grade point average for grades 10 through 12, and his/her attendance record for those three years. It could also be determined from the card if a student transferred into North- vvest High School from another school. ldichigan Metropolitan Information Center The Michigan Metropolitan Information Center, MIMIC, is a major rwapository for U. S. census data. From the U. S. Bureau of the Census 1Levanto, 1975. 2Karweit, 1973. 47 1970 summary tape files, MIMIC provided the researcher with standard format data tabulations on mean family income and median value of owner-occupied housing units for the geographic zip code areas for which data were needed. This census information, Table 1, indicated socioeconomic differences among the nine zip code areas. The 1980 U. S. census data on mean family income and median value of owner—occupied housing units are not readily available. Unlike in 1970, the U. S. government is no longer funding the computer program- ming of census data by zip code areas. The $250,000 cost of this project is being funded by a consortium of 16 companies and organizations who desire access to the data for their marketing purposes. This consortium will have exclusive rights to the data for 18 months, with no availability to the general public until late 1982. It will be 1984 before these special tabulations of census information will be available from the U. S. Census Bureau. Procedures The researcher pulled the permanent record cards of 1,777 gradu- ates from the classes of 1976 through 1982 from the files of Northwest High School. For each graduating class, the sex, grade point average, and attendance rate data for each of its members were recorded by zip code area. As mentioned earlier, nine zip code areas are represented in the Northwest School District. These are Jackson 49201 and 49202, Pleasant Lake 49272, Rives Junction 49277, Leslie 49251, Munith 49259, Onondaga 149264, Parma 49269, and Springport 49284, all in Michigan. 48 Four of the zip code areas, 49201, 49202, 49272, and 49277, pro- vide approximately 97% of the high school enrollment. The remaining five zip code areas, 49251, 49259, 49264, 49269, and 49284, contribute the remaining three percent of the enrollment. Data for graduates who had transferred from other schools were excluded and not recorded. The mean cumulative grade point average and the mean attendance rate were computed for each graduating class as a whole, for the fe- males in each class, for the males in each class, for each zip code area as a whole, for the females in each zip code group, and for the males in each zip code group. Research Questions The collected and computed data are presented in table and graph format in Chapter IV. Such presentation of the data facilitated analyses to determine the answers to these research questions: 1. Have there been any changes in the cumulative grade point averages of Northwest High School graduates following the implementation of an attendance policy? 2. Do attendance rates and cumulative grade point aver- ages of students from the various socio-geographic areas in the Northwest School District vary prior to and following implementation of the attendance policy? 3. Have male or female students shown any or more im~ provement in attendance rates and cumulative grade point averages since the implementation of the at- tendance policy? Summary This study attempts to ascertain what impact a high school atten- 1dance policy, with demonstrated effectiveness in improving the overall 49 attendance of the students, has had on specific groups of students relative to attendance rates and cumulative grade point averages. A pre-treatment group and a post-treatment group of graduating classes from Northwest High School, spanning seven graduating classes and 1,777 students were studied. Arithmetic means were calculated for various groups and sub-groups of students. From these data, analyses were made as to the differences between and among the groups, before and after implementation of the ten day attendance policy. This detailed analysis follows in Chapter IV. CHAPTER IV ANALYSIS OF DATA The analysis of the data is presented in the chapter in written and graphic form. The written form expands upon the data presented in the graphs. Additional data in table form are contained in Appen- dix C, Tables 1-7; Appendix 0, Tables 1-9; and Appendix E. Six sets of graphs and one chart are contained in this chapter: Mean Attendance Rate Comparisons by Graduating Class (Graph 1), Mean Grade Point Average Comparisons by Graduating Class (Graph 2), 1970 Census: Socioeconomic Data by Zip Codes for Jackson County (Table 1), Mean Attendance Rate Comparisons of Graduating Classes Within the Same Zip Code (Graphs 4-12), Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code (Graphs 13-21), Mean Atten- dance Rate Comparisons by Zip Codes (Graphs 22-28), and Mean Grade Point Average Comparisons by Zip Codes (Graphs 29-35). Each graph depicts data for females, males, and the aggregate group. Comparison of Mean Attendance Rates by Graduating Class An analysis of the mean attendance rates for the classes on the whole showed the attendance rates for Northwest High School graduates began to improve following the class of 1978 and the implementation of the school's attendance policy. The mean attendance rate for the class of 1978 (Graph 1) was 92.4%; for the class of 1979, it was 93. %; 50 51 ATTENDANCE Graph 1: Mean Attendance Rate RATE Comparisons by Graduating 98. Class 40 N 31 to U! 58 to M \D N ‘0 _0 90 O ----- females - - ° males aggregate 81 £3 81 8 0 O 0 I 0 O o O O o I o a o o o I o o o o o o o o O I o o o I o I o o o o o o o I o o o I o o o o o o o o o o o o o o O I O O 0 on u: GRADUATING CLASSES 1976 1977 1978 1979 1980 1981 1982 52 for the class of 1980, it was 93.6%; for the class of 1981, it was 94.5%; and for the class of 1982, it was 94.4%. The data revealed that male graduates had higher mean attendance rates than female graduates in every graduating class with the excep- tion of the class of 1981, where the mean male attendance rate of 94.5% was the same as the mean female attendance rate. A marked improvement in the mean attendance rate began following the class of 1978 and the implementation of the school's attendance policy. The mean attendance rate for males in the class of 1978 was 92.9%. By 1982 the mean attendance rate for males was 94.9%. A parallel improvement in the mean female attendance rate also occurred following the class of 1978 and the implementation of the attendance policy. The mean attendance rate for females in the class of 1978 was 92.0%. By the class of 1982, the rate had improved to 94.0%. Comparison of Mean Grade Point Averages by Graduating Class Graph 2 reveals that for the classes taken as a whole, the highest mean grade point average was 2.787 for the class of 1978. Following a decline to 2.607 in the class of 1979, steady improvement in ag- gregate grade point average is evidenced as the class of 1982 regis- tered a 2.787 mean grade point average. The data revealed that female students had higher mean grade point averages than male students in every graduating class studied. The mean grade point averages of female students declined in 1979 after the introduction of the Northwest High School attendance policy and after a leveling period from 1976 to 1978. The females in the class of 1981 53 Graph 2: Mean Grade Point Average Comparisons by Graduating GRADE POINT Class AVERAGE 3.700 .650 3.600 . .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 2.500 .450 2.400 .350 2.300 .250 2.200 .150 2.100 ----- females .050 - - - - . males 2.000 aggregate .950 1.900 .850 1.800 GRADUATING CLASSES 1976 1977 1978 1979 1980 1981 1982 54 had the lowest mean grade point average of the seven classes studied at 2.756. The mean grade point average of the females in the class of 1982, however, was the highest of the seven classes at 2.984. The data on male students in the seven graduating classes reveal a similar decline in mean grade point averages following the class of 1978 and the implementation of the attendance policy. The males in the class of 1978 had the highest mean grade point average of the classes studied at 2.640. While not quite reaching the low mean grade point average of 2.490 of 1977, males in the succeeding classes did not record mean grade point averages that ever came close to approxi- mating the high mean grade point average of males--the class of 1978. Males in the class of 1982 registered a mean grade point average of 2.542. 1970 U. S. Census Bureau Socio- economic Data by Zip Codes The mean family income and median value of owner occupied housing units for the nine zip codes in the Northwest School District are given in Table 1. As mentioned earlier, approximately 97.0% of the student enrollment lives in four zip code areas: 49201, 49202, 49272, and 49277. The other five zip codes--49251, 49259, 49264, 49269, and 49284--supply the district with the remaining 3.0% of the student population. A comparison of the four major zip codes shows 49201 as the wealthiest in terms of mean family income and median value of owner occupied housing units. The Jackson 49202 zip code is the poorest of the four with a mean family income of $10,476, $1,382 less than the mean family income of 49201. The median value of owner-occupied 55 mom.vpm mom.¢rm ooo.mFm oun.m—w ”mzpm> cameo: o o N mm ooo.omm . m e_ w_ emu 585.55% - coo.mmw om mm woe w_e mam.emm - ooo.m~m mm om emm New amm.e~w - ooo.omw om mm _em oee_ www.mpa - coo.mew mm Fe emu, emm_ mmm.e_m - ooc.opw me em N55 N85 855.8 m - com.“ a PP me 5mm ewe 555.“ a - coo.m 9 mm m mm_ me_ coo.ma v “RTE: tmmnzoooimczo we 0: Fm> New wmm emem come ”mete: me_m=e= eeeaeeuo-eeezo mme.o_m wem.__e eke.o_& www.__w "eeeeeH »_.5eu eeez m_e.amew mao.m_em mmo.owm.mw ma~.omm.mm H2.85 sppseu epemeemm< New Fem woem meme “me_PWEeu co 285552 Namme Nemme memos _o~me fleece QFN cemw56wz .mwcsou comxoew Low mmvoulmlexa mama owEocoumowuom "msmcmu onmp up m_nmp 56 888.888 888.888 888.88 888.888 888.888 H88:; 888882 8 888.888 88 8 88 888.888 - 888.888 88 88 8 88 88 888.888 - 888.888 8 88 8 88 88 888.888 - 888.888 88 88 88 88 888 888.888 - 888.888 88 888 88 88 888 888.888 - 888.888 88 88 88 88 88 888.8 8 - 888.8 8 88 88 88 88 88_ 888.8 8 - 888.8 8 8 88 88 88 88 888.88 "888:: um8qzuUO1cmczo 8o 8888> 888 888 888 888 8888 ”88888 888888: 88888888-L8838 888.888 888.8_8 888.88 888.88 888.888 H8885 888888 888: 888.8888 888.888.88 888.8888 888.8888 888.888.88 H8885 8.8888 888888888 888 888 888 888 8888 ”88888888 88 888882 88888 88888 88888 88888 88888 ”888 888 888888888 .8 88888 57 housing units in the 49202 zip code was also the lowest of the four major zip code areas at $12,000. This amount is $4,770 less than the median value of owner-occupied housing units in 49201. The Jackson 49201 zip code area had the highest of the nine zip codes in terms of mean family income at $11,858, according to the 1970 census information. This amount is $2,085 greater than the lowest mean family income amount of $9,773 for the Munith 49259 zip code. The 49201 zip code was also the wealthiest in terms of median value of owner—occupied housing units. With a median value of $16,770 it sur- passed the Onondaga 49264 zip code by $7,430. The Onondaga 49264 zip code could be classified as the poorest of the nine zip codes if mean family income and media value of owner- occupied housing are taken together. Although 1980 U. S. Census Bureau data by zip code areas are not readily available, it is expected that when released, the 1980 data will generally parallel the 1970 census data. Jackson 49201 continues to be the wealthiest socioeconomic zip code in the school district with most of the new home construction during the past 10 years occur- ring in this zip code. Attendance Rate Comparisons of Graduating,C1asses Within the Same Zip Code Jackson 49201 The mean attendance rate by Northwest High School graduates liv- ing the Jackson 49201 zip code and graduating between 1976 and 1982 decreased between the years 1976 and 1978 (Graph 3). From a 93. % mean attendance rate in 1976, the mean dipped to 92.6% in l978. 58 ATTENDANCE RATE 23 3 Graph 3: Mean Attendance Rate Com- parisons of Graduating Classes Within the Same Zip Code, Jackson 49201 0'! 8 \l I O O C O O I C U 0 C I O O O O O O I I O O O O O O C C O O O O O C C C I O C O I I O C I I O I C O O I O C I O O 0 9D A 90 U ‘0 N 9D _a 90 key: 39 ----- females - - - males aggregate 88 87 86 85 _ GRADUATING g 5 § § § 8 g 59 Subsequent graduating classes, however, showed marked improvements, culminating in a 94.7% mean attendance rate for the graduates of the class of 1982. This reflected a 23.2% improvement in mean attendance rates between 1976 and 1982 and a 17.2% imprOvement between the years 1979 and 1982. The attendance rate pattern for males and females generally paralleled these changes with attendance rates being better for males than females and females in class of 1982 showing a slight decrease in their attendance rate. Between the years 1976 and 1982, females im- proved their mean attendance rates by 17.2%, and between 1979 and 1982 by 24. % Males improved their mean attendance rates 29.9% between 1976 and 1982 and 11.3% between 1979 and 1982. Jackson 49202 The mean attendance rate for Northwest High School students liv- ing in the Jackson 49202 zip code and graduating between 1976 and 1982 showed steady improvement from 1976 to 1980, after which it began to taper off (Graph 4). The class of 1976 had a mean attendance rate of 92.1%. The class of 1980 had a mean attendance rate of 95.2%. By the class of 1982, the mean attendance rate had declined to 94.2%. This reflected a 16.6% increase in the mean attendance rate between 1976 and 1982 and a 12.1% improvement between 1979 and 1982. While the mean attendance rate for males steadily improved between 1976 and 1979, sporadic improvements and declines occurred afterwards. Males in the class of 1980 had a mean attendance rate of 96.1%. The mean attendance rates for males in the class of 1981 dipped to 93.6% but rose to 95.5% in the class of 1982. This reflected a 38.4% ATTENDANCE RATE so up so so so so 3: ‘J . . 9° 8 . . :3. . . . :3. . . . .8. C . . Cd. . O O PONO‘CGb:CN$CmngON$Ombgh$bbéh$Omb03h$mm3 é;is}:EnhaéonisEninéinaasanoogzaoaschcngenoJ-cnongzhuJ-chcoEgresscncngg .. :3 81 on 0| GRADUATING CLASSES 6O Graph 4: Mean Attendance Rate Compari- son of Graduating Classes Within the Same Zip Code, Jackson 49202 1976 1977 1978 1979 females males aggregate '— N 5 a g 61 increase in mean attendance rates between 1976 and 1982 and a 28.6% increase between 1979 and 1982. The mean attendance rates for females graduates living in the 49202 zip code showed steady improvement between 1976 and 1982 but fell off sharply in 1982. The mean attendance rate for the female graduates in the class of 1976 was 91.6%. By 1981 the mean attendance rate for female graduates from Jackson 49202 was 95.2%. For the class of 1982, the mean attendance rate for females had fallen to 92.8%. This reflected a 14.3% improvement in the mean attendance rate between 1976 and 1982 and a 1.4% decrease between 1979 and 1982. Only in the class of 1981 did the mean attendance rate for females surpass that of the males. For every other class, males demonstrated better attendance patterns. Pleasant Lake 49272 The mean attendance rate for Northwest High School students living in the Pleasant Lake 49272 zip code and graduating between 1976 and 1982 showed marked improvement after 1978 and the implementation of the Northwest High School attendance policy, dipping only in 1980 (Graph 5). The class of 1976 had a mean attendance rate of 90.5%. By 1979 the rate had increased to 93.1%. It dipped to 91.4% in 1980 but re- covered, ending with mean attendance rate of 93.6% for the class of 1982. This reflected a 32.6% improvement-~mean attendance rate be- tween the years 1976 and 1982 and a 7.2% improvement between 1979 and 1982. Male mean attendance rates surpassed female mean attendance rates in the classes of 1976, 1978, 1979, and 1980. Female mean attendance 62 ATTENDANCE Graph 5: Mean AttendanceRate Compari- am sons of Graduat1ngClasses 984m Within the Same Zip Codes, Pleasant Lake 49272 0 :° '° :2 a a 3 . O 0 0 0 o O o I o o o o o O o o o o o o I O o O o I o I r°~$&:”.~h¥.mby.~$bb. h;&hbb$&bbb$bbéhbmm prmmswommawommgnommsmommsmomma 3 a a _ u a 90 O on ID as Key: ----- females 87 o o o o 0 males aggregate 86 85 m a O .— N ““éfiéié'é‘ié 5 re a s s a 63 rates exceeded male mean attendance rates in the classes of 1977, 1981, and 1982. Between the years 1976 and 1982, the mean attendance rate for males declined 5.4%; between 1979 and 1982 the rate declined 8.0%. The female mean attendance rate improved 47.4% between 1976 and 1982 and increased 15.5% between 1979 and 1982. Rives Junction 49277 The mean attendance rates for Northwest High School students liv- ing in the Rives Junction 49277 zip code and graduating between 1976 and 1982 showed improvement following the class of 1978 and the imple- mentation of the high school attendance policy (Graph 6). Following the decline registered by the class of 1978 at 92.2%, mean attendance rates improved for graduates from Rives Junction 49277 to a mean of 94.1% for the class of 1982. This was down slightly from the highest attendance rate, 94.8%, for this zip code attained by the class of 1980. This reflected an 18.1% increase between 1976 and 1979 and a 16.9% increase between 1979 and 1982. In four of the seven years studied, 1977, 1980, 1981, and 1982, the difference between male and female attendance rates was less than .3%. Females improved their mean attendance rates 38.9% between 1976 and 1982 and 23.4% between 1979 and 1982. Males improved their mean attendance rates 4.9% between 1976 and 1982 and 13.4% between 1979 and 1982. Other Zip Codes As mentioned earlier, the remaining five zip codes--Leslie 49251, Munith 49259, Onondaga 49264, Parma 49269, and Soringport 49284--con- tribute fewer than 3.0% of the student enrollment of Northwest High 64 AWE)???“ Graph 6: Mean Attendance Rate Compari- 981n sons of Graduating Classes Within the Same Zip Code, Rives Junction 49277 13 ‘2 1% 31 33 to N o o o o o o o o o o o o o o o o o o o o I o o o o o o o o I m I 0 O 9 O o o o o o o o o o o o o o o o t o o o o I o o o o o o “mmONho‘m [9&0‘” Nha‘m N“mmg~#o‘ 90 .J 90 Key: ----- females 39 ' - males aggregate 88. a7. 86 85 GRADUATING :2 i: F3 2 § § § CLASSES 9‘. 2 2‘. 2 .. .. .. 65 School. Consequently, patterns or trends in attendance rates are more difficult to plot, due to the small number of students, means of one or two students, and the absence of males or females in particular graduating classes. The data are included, however, for comparative purposes; but due to very small populations, broad generalizations would be unsound. Leslie 49251. The mean attendance rates for Northwest High School students living in the Leslie 49251 zip code and graduating between 1976 and 1982 showed a downward trend in attendance rates from 1976 and a marked improvement following 1979 (Graph 7). In 1977 the mean attendance rate was 90.6%, dipping to a low of 86.5% in 1979 and climbing to 93.3% in 1981. This reflects a 43.7% increase in the attendance rates between 1976 and 1982 and a 68.1% increase between 1979 and 1982. Female students demonstrated better attendance rates than males in the class of 1977, but nales had better attendance rates in the classes of 1979 and 1981; Between 1976 and 1982 females improved their attendance by 56.4% and between 1979 and 1982 by 69.6%. Males demonstrated a 70.0% improvement in their attendance rates between 1976 and 1982 and a 53.8% improvement between 1979 and 1982. Munith 49259. The mean attendance rates for Northwest High School students living in the Munith 49259 zip code and graduating between 1976 and 1982 showed an upward trend from 92.2% in 1976 to a high of 93.8% in l978, tapering off slightly to 93.3% in 1981 (Graph 8). This was a 51.3% increase between 1976 and 1982 and a 52.5% increase be- tween 1979 and 1982. 66 Mean Attendance Rate Compari- sons of Graduating Classes with the Same Zip Code, Leslie 4925l Graph 7: ATTENDANCE db maa42m8542m8542mas4zmas42mesazm584¢masnzmemazp .................... S e .e Iset aera mlgg eag fma Nam— —mo— amm— mum— asa— 88m— to Is. at P GRADUATING CLASSES 67 pari— S e 9 mse nu <84u C30 11C 888C +e nv .888. .1 «mm— o8+L n. r..a mm nu n..a .a.Au.\8nv Mmew e 8.8th ./ t :3. fift4 .. z 8 w .A 0 n.n . . a .m a m "SM...” on ll mun-mg amfim .. 8 fma 888. Mu.suuMn . x .. o o x . 8 .o x. . .n . .. .. . 8 8:: we ‘0'. \ o. - ml 0 o o s o \ nVuu . G .0 O K . mum— 88m— ohm— GRADUATI NG CLASSES 9 ATTENDANCE RATE 98:01 90: 89 88 87 86 85 68 The mean attendance rate for females living in 49259 decreased between the years 1976 and 1981. The rate declined from 93.7% in 1976 to a low of 91.4% in 1980, gaining somewhat to 92.0% in 1982. This relfected a 20.6% improvement between 1976 and 1982. Males living in 49259 with the exception of 1976 and 1977 had better mean attendance rates than their female counterparts. They demonstrated a 61. % improvement in mean attendance rate between 1976 and 1982 and a 52.5% improvement between 1979 and 1982. Onondaga 49264. Only six students from Onondaga 49264, five fe- males and one male, who attended Northwest for three complete years have graduated in the past seven years. The females in the classes of 1980 and 1981 had better attendance rates than did the females in the class of 1978 (Graph 9). The aggregate groups' mean attendance rate increased 30.6% be- tween 1979 and 1982. Females improved their attendance rates 41.8% during this same period. Parma 49269. Five males and seven females from Parma 49269 who attended Northwest for three complete years have graduated in the past seven years. Graph 10 shows a decline in female attendance rates from 93.9% in 1977 to 91.4% in 1979, then an increase to 95.9% in 1980. This reflected a 60.7% decrease between 1977 and 1979 and a 72.1% in- crease in attendance between 1979 and 1980. Male attendance rates were highest in 1976 at 98.0% and lowest in 1982 at 92.0% reflecting a 30.0% decline in attendance rates. ATTENDANCE RATE on go .9 so to to so so u 8 m 3 d N u g m X ..y._..p . . . . . O . . . . . . . . . . . . . . . . . . . C . . . . . . . . . . . . . . . . . . . . . . . Sh$bb§k3om8noamswommombmmsmommSmammanoomomammsnommawommgmommSthmg 81 m 0‘ GRADUATING CLASSES 1976 1977 1978 69 Graph 9: Mean Attendance Rate Compari- sons of Graduating Classes Within the Same Zip Code, Onondaga 49264 1979 females males aggregate !— N 5 a a 7O ATTENDANCE mug Graph l0: Mean Attendance Rate Com- 984n . parisons of Graduating Classes Within the Same le Code,/ Parma 49269 2 a 8 .8. O I I O O I O O . I O O C O O C C O C O I C O O O O C C C O C O I O I O O O O I O O O O O C C I O O I O O O O I O O O C U I I #mm ‘0 u ‘0 N 0 _a ‘0 O 89 Key: 88 ----- females - - - males aggregate 87 86 85 no N m a‘ 8 S % ““éiléléé“ a a a s 2. e 2 71 ATTENDANCE RATE Graph ll: Mean Attendance Rate Com- 93,3; parisons of Graduating :6 Classes Within the Same .2 le Code, Springport 49284 97.0% .8 ' .6 .4 .2 96.0: .8 .6 .4 o .2 95.0: .8 .6 .4 .2 94.0: .8 .6 .4 .2 93.0: .8 .6 .4 .2 92.0: .8 .6 .4 .2 Key 91.0: ' .8 .6 ----- females 4 - - males 90.0: aggregate .8 .6 .4 .2 89.0: .8 .6 .4 .2 88.0% .8 .6 .4 .2 87.0: .8 .6 .4 .2 86.01 .8 .6 .4 .2 85.0% GRADUATING :2 l: 92 $2 8 8 8 CLASSES 2 .‘1‘ S: 2‘. 2 2 3 72 Springport 49284. Only two male students who attended Northwest for three complete years have graduated between the years of 1976 and l982. As indicated in Graph ll, both male students had extremely high attendance rates. A 30.6% improvement in the two attendance rates occurred between l976 and l98l. Mean Grade Point Average Comparison of Graduating_Classes Within the Same Zip Code Jackson 4920l The mean grade point average of Northwest High School graduates living in the Jackson 4920l zip code and graduating between l976 and 1982 remained relatively constant (Graph l2). The highest mean grade point average, 2.827, was attained by the class of l978 and the lowest mean grade point average, 2.705, was attained by the class of l98l. This reflected a 1.9% improvement in the mean grade point average be- tween l976 and l982. Between the years l979 and 1982, there was a 2.7% increase in the mean grade point average. The mean grade point average for female graduates living in the 4920l zip code dropped from 2.997 in 1978 following implementation of Northwest's attendance policy to 2.742 in 1981. The mean grade point average for females in the class of 1982 rose to 3.043. The reflected a l.9% increase in mean grade point average between l976 and l982 and a 7.3% increase between 1979 and l982. The mean grade point average for male graduates living in the 49201 zip code declined slightly over the seven years. The highest mean grade point average, 2.65l, was attained by the class of l978 and l98l and the lowest mean grade point average, 2.548, was attained by the class of l982. This reflected a 1.3% decrease in mean grade point 73 Graph l2: Mean Grade Point Average Comparisons of Graduating Classes Within the Same GRADE POINT ° AVERAGE Zip Code. Jackson 49201 3.700 .650 3.600 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 .650 2.600 ,.' n, .550 To 2Jm0— .450 zuum 450 zgmo .250 ammo J50 ZJOO ----- females ~°5° ’ ° ' ° ° males 2.000 --———- aggregate .950 1.mm 450 1.800 GRADUATING CLASSES I976 I977 I978 I979 1980 1981 I982 74 average between 1976 and 1982 and a 4.3% decrease between 1979 and 1982; Jackson 49202 The mean grade point average of Northwest High School graduates living in the Jackson 49202 zip code and graduating between 1976 and 1982 dropped after reaching a high of 2.809 in 1978 to a low of 2.418 in 1981 (Graph 13). The mean grade point average for the class of 1982 showed an improvement to 2.693. This reflected a .6% improvement in mean grade point average between 1976 and 1982 and a 7.9% improve- ment between 1979 and 1982. The mean grade point average for female graduates living in the 49202 zip code remained relatively constant between 1976 and 1979, then fell from 2.846 in 1979 to 2.609 in 1981. The mean grade point average for females in the class of 1982 showed an improvement to 2.740. This reflected a 4.2% decrease in mean grade point average between 1976 and 1982 and a 3.7% increase between 1979 and 1982. The mean grade point averages for male graduates living in the 49202 zip code are sporadic. The mean grade point average of 2.643 was attained by the class of 1978, preceded in 1977 by the lowest mean grade point average, 2.184, and followed in 1979 by another decline to 2.243. The highest mean grade point average for ma1es was requested by the class of 1982. The fluctuation computed to a 7.9% improvement in mean grade point average between 1976 and 1982 but a 15.4% improvement between 1979 and 1982. 75 GRADE POINT AVERAGE Graph 13: Mean Grade Point Average 3 700 Comparisons of Graduating . Classes Within the Same .650 Zip Code, Jackson 49202 3.600 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 2.500 .450 2.400 .350 2.300 2.000 ----- females .950 . - - - - males 1.900 ———-——-— aggregate GRADUATING CLASSES 1976 1977 1978 1979 1980 1981 1982 76 Pleasant Lake 49272 The mean grade point average of Northwest High School graduates living in Pleasant Lake 49272 zip code and graduating between 1976 and 1982 dropped from 2.762 in 1976 to 2.50 in l977, rose to 2.729 in l979, dropped again to 2.556 in 1980, and improved to 2.750 in 1982 (Graph 14). The mean grade point average declined .4% between 1976 and 1982 and declined .8% between 1979 and 1982. The mean grade point average for female graduates living in the 49272 zip code rose from 2.736 in 1976 to a high of 3.072 in 1979. It dropped to 2.601 in 1980 and improved to 2.968 in 1981 with females in the class of 1982 registering a 2.995 mean grade point average. Fe~ males, therefore, improved their mean grade point averages 7.4% be- tween 1976 and 1982 and improved 3.8% between 1979 and 1982. The mean grade point average for male graduates living in the 49272 zip code dropped from 2.798 in 1976 to 2.400 in 1977. In 1981 the mean grade point average for males had fallen to 1.990. The males in the class of 1982 attained a mean grade point average of 2.313. This reflected a 7.3% decline between 1976 and 1982 and a .9% decline between 1979 and 1982. Rives Junction 49277 The mean grade point average of Northwest High School graduates living in Rives Junction 49277 zip code and graduating between 1976 and 1982 gradually declined from 2.732 in 1976 to 2.576 in 1979 (Graph 15). The highest mean grade point average, 2.820, was attained by the class of 1980. Following a slight decline to 2.679 in 1981, the class of 1982 attained the highest mean grade point average of 2.838. This 77 GRADE POINT Graph 14: Mean Grade Point Average AVERAGE Comparisons of Graduating 3.700 Classes within the Same .550 Zip Code, Pleasant Lake 3.600 49272 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 2.500 .450 2.400 .350 2.300 .250 C “00 ----- females '. 0 O .150 4 . . . . males 2.100 ———-— aggregate - ' .050 2.000 n .950 1.900 .850 1.800 GRADUATING CLASSES 1976 1977 1978 1979 1980 1981 1982 78 GRADE POINT AVERAGE Graph 15: Mean Grade Point Average 3 700 Comparisons of Graduating - Classes Within Same Zip 3.2:: Code, Rives Junction 49277 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 .650 .550 .450 ‘ o .350 ' 2.300 .250 Key: 2.200 450 ----- females 2.100 ' ‘ ' ° - males .050 —-——— aggregate .950 .850 GRADUATING CLASSES 1976 1977 1978 1979 1980 1981 1982 79 reflected a 3.7% increase between 1976 and 1982 and a 9.2% increase between 1979 and 1982. The mean grade point average for female graduates living in the 49277 zip code plummeted to a low of 2.587 in 1979. The highest mean grade point average, 3.017, was attained by the class of 1980. Follow- ing a drop to 2.759 in 1981, the females in the class of 1982 regis- tered a mean grade point average of 2.915. Females, therefore, im- proved their mean grade point average by 1.9% between 1976 and 1982 and improved their mean grade point average 11.3% between 1979 and 1982. The mean grade point average for male graduates living in the 49277 zip code declined to a low of 2.389 in 1978 and rose to a high of 2.650 in 1980. Following a drop to 2.537 in 1981, the males in the class of 1982 registered a mean grade point average of 2.645. This reflected a 3.3% increase in mean grade point average between 1976 and 1982 and a 2.9% increase between 1979 and 1982. Leslie 49251 The mean grade point average for Northwest High School graduates living in Leslie 49251 zip code and graduating between 1976 and 1982 dropped to a low of 1.878 in 1978 and rose to 3.216 in 1980 (Graph 16). Following a sharp decline to 2.544 in 1981, the class of 1982 attained the highest mean grade point average of 3.243. This reflected a 22.9% increase in mean grade point average between 1976 and 1982 and 17.2% increase between 1979 and 1982. The mean grade point average for females graduates living in the 49251 zip code reached a low of 2.442 in 1981 and a high of 3.243 in GRADE POINT AVERAGE 3.700 .650 3.600 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 .650 .550 .450 .350 2.300 .250 .150 .050 .950 .850 GRADUATING CLASSES 80 Graph 16: . I g I . I . I o I o O I o o ’ a 9 o 9 O o o . o g o g o 0: 0 2 l: :2 2 ca 0* 0‘ °" _ ,_ ._ .- Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Leslie 49251 I I I I) l I \ I I\ I I \ I I \ I \ I \ \ I \ I I ‘ I \ I \ I \‘l ‘l \I , Key: ----- females males aggre- gate 1980 1981 1982 81 1982. This was an 11.1% improvement between 1976 and 1982 and a 25.3% improvement between 1979 and 1982. The mean grade point average for male graduates living in the 49251 zip code plummeted from 2.611 in 1977 to a low of 1.878 in 1978. The mean grade point average for males in 1981 was 2.514. This was only a .6% improvement between 1976 and 1982 but a 13.5% improvement between 1979 and 1982. Munith 49259 The mean grade point average for Northwest High School graduates living in Munith 49259 zip code and graduating between 1976 and 1982 was sporadic (Graph 17). The highest mean grade point average, 2.767, was attained in 1976; and the lowest mean grade point average, 2.138, was registered in 1977. A 26.4% decrease in mean grade point average occurred between 1976 and 1982 and a 9.5% decrease between 1979 nad 1982. The mean grade point average for female graduates living in 49259 zip code also fluctuated greatly. The highest mean grade point aver- age, 3.091, was attained in 1976; and the lowest mean grade point average, 2.183, was recorded in 1977. This reflected a 5.5% decline in mean grade point average between 1976 and 1982. The mean grade point average for male graduates living in 49259 zip code rose to a high of 2.558 in 1979, and after dropping to 2.167 in 1981 improved slightly to 2.314 in 1982. This reflected a 1.5% de- crease in mean grade point average between 1976 and 1982 but a 9.5% decrease between 1979 and 1982. 82 GRADE POINT AVERAGE Graph 17: Mean Grade Point Average 3 700 Comparisons of Graduating - Classes Within the Same .650 Zip Code, Munith 49259 3.600 .550 3.500 .450 3. 400 Key 1 . 350 3.300 ----- females .250 . . . . . males 3.200 —— aggregate .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 2.500 .450 2.400 .350 2.300 .250 2.200 .150 2.100 .050 2.000 .950 1.900 .850 1.800 GRADUATING CLASSES 1976 1977 1978 1979 1980 1981 1982 83 GRADE POINT Graph 18' AVERAGE Mean Grade Point Average Comparisons of Graduating 3.700 Classes Within the Same .69) Zip Code, Onondaga 49264 16m) .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 .650 .550 .450 .350 2.300 .250 .150 Key: ----- females males aggregate .050 2.000 .950 1.900 .850 1.800 GRADUATING CLASSES 1976 1977 1978 1979 1980 1981 1982 84 Onondaga 49264 The mean grade point average for female graduates living in Onon- daga 49264 zip code and graduating between 1979 and 1981 was lowest at 2.651 in 1979 and highest at 3.228 in 1980. Graph 18 reflected a 13.6% improvement. The grade point average for the lone male graduate living in Onon- daga and graduating in 1982 was 2.128. Parma 49269 The mean grade point average for female graduates living in Parma 49269 zip code and graduating between 1977 and 1981 was relatively con- stant in 1977, 1978, and 1981, at approximately 3.600, but dropped to 2.424 in 1979. Graph 19 relfected a 1.3% decline between 1976 and 1982 but a 31.2% increase betweeen 1979 and 1982. The mean grade point average for male graduates living in Parma 49269 zip code was the highest, 3.030 in 1976, and the lowest, 2.098 in l982, relfected a 30.8% decrease between 1976 and 1982 and a 55.5% decrease between 1979 and 1982. Springport 49284 The lone male 1976 graduate of Northwest High School living in the Springport 49284 zip code had a grade point average of 2.492. The lone male 1981 graduate had a grade point average of 2.608. Graph 20 thus reflected a 4.5% improvement in the mean grade point average be- tween the years 1976 and 1981. GRADE POINT AVERAGE 3.700 .650 3.600 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 2.500' .450 2.400 .350 2.300 .250 2.200 .150 2.100 .050 2.000 .950 1.900 .850 1.800 GRADUATING CLASSES 85 Graph 19: Mean Grade Point Average Comparisons of Graduating Classes Within the Same Zip Code, Parma 49269 —-—-"’\ I, ‘ I i I 1 l \ I ‘ I ‘ I l . ’ 1 . ' o I .-i . I .0 ‘ 0 I .0 0 I .0 “ ' I o ( f. x l I i ' I i __ ° I 1 'I 1 'I | ' i I' i ’ ' I. 1 I . 1 I ' l ,,I ' 5” O 12 . Key: ° C ----- females .- males ' aggregate ° 1976 1977 1978 1979 1980 1981 1982 86 GRADE POINT AVERAGE Graph 20: Mean Grade Point Average 3 700 Comparisons of Graduating . Classes Within the Same .650 Zip Code, Springport 49284 3.600 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 .450 2.400 . 350 2.300 .250 2.200 Key ‘ .150 2.100 ----- females .050 . - males aggregate .950 .850 GRADUATING CLASSES 1976 1977 1978 1979 1980 1981 1982 87 Mean Attendance Rate Comparisons by Zip Code, Class of 1976 Graph 21: ATTENDANCE RATE females males aggregate ., . , w.» x x or .6: a: w: e no u: n nv8.bn49.nv8.bA~anuRvA.4.tnuRUEVAA2muRufi.49.Wzb.bn«72nvnufiu4ndnunufiu4.(nunufiv4”(nuRvfiu4atmunu634ntnv8,0447.n:8.onw7.m .................................................................. 8 7 6 5 4 3 2 1 0 9 8 7 6 5 9 9 9 9 9 9 9 9 9 8 8 8 8 8 vmwoc mowme emwmc mmwmw .mmmw Nxmme NNch Nowaq _o~mv ZIP CODES 88 Mean Attendance Rate Comparisons of Graduating Classes by Zip Codes Class of 1976 Graduates of the class of 1976 from Jackson 49201 zip code had the highest mean attendance rate, 93.1%, of the four major zip codes-- 49201, 49202, 49272, 49277 (Graph 21). Those 1976 graduates from Plea- sant Lake 49272 had the lowest mean attendance rate at 90. %. A comparison of the nine zip codes showed that the mean atten- dance rate was highest, 98.0% for the Parma 49269 zip code, and lowest, 90.5% for the students from Pleasant Lake 49272. Female students graduating in the class of 1976 from Jackson 49201 had the highest mean attendance rate, 93.0%, of the four major zip codes. Female graduates from Pleasant Lake 49272, on the other hand, had the lowest mean attendance rate at 88.6%. An examination of the nine zip code areas indicated that female graduates of the class of 1976 from Munith 49259 had the highest mean attendance rate, 3.091, while females from Pleasant Lake 49272 had the lowest mean attendance rate at 88.6%. Male students graduating in the class of 1976 from Rives Junction 49277 had the highest mean attendance rate, 93.9%, of the four major zip codes. Male graduates from Jackson 49202 had the lowest mean attendance rate at 92.7%. An examination of the nine zip codes indicated that the lone male graduate in the class of 1979 from Parma 49269 had the highest mean attendance rate, 98.0%, while males from Munith 49259 had the lowest Inean attendance rate, 2.279. 89 Graph 22: ATTENDANCE _ mm 0 C9 5 GE td aMnU PC 30. C4I "Z 3 Au VJ ”b 3 t5 T.” An nu S nu4l awn ea um nu. RATE Class of 1977 Key: females males aggregate vmmmv momma vomme momma .mmmv Nxmme msmmq mommw _ommv ZIP CODES 90 Class of 1977 A comparison of students graduating from Northwest High School in 1977 and residing in the four major zip codes indicated that the mean attendance rate was highest, 93.5%, for those from Rives Junction 49277 (Graph 22). The mean attendance rate was lowest, 91.0%, for graduates from the Pleasant Lake 49272 zip code A comparison of all nine zip codes indicated that the mean atten- dance rate was highest, 93.5%, for the Rives Junction 49277 zip code and the lowest, 2.557, for the Leslie 49251 zip code. A comparison of female students graduating from Northwest High School in 1977 and residing in the four major zip codes indicated that the mean attendance rate was highest, 93.7%, for those from Rives Junc- tion 49277. The mean attendance rate for females was lowest, 91.2%, for those residing in the Pleasant Lake 49272 zip code. An analysis of the nine zip codes indicated that the mean atten- dance rate was highest, 93.9%, for the lone female from Parma 49269 and the lowest, 91.2%, for those from Pleasant Lake 49272. An examination of male students graduating from Northwest High School in 1977 and residing in the four major zip code areas revealed that the mean attendance rate was highest, 93.4%, for those residing in Rives Junction 49277. The mean attendance rate was the lowest, 90.9%, for the males from Pleasant Lake 49272. A comparison of all nine zip codes indicated that the mean atten- dance rate was highest, 93.4%, for males from Rives Junction 49277 and lowest, 89.1%, for males from Leslie 49251. 91 . Mm 0 C9 S ee td 30 RC e0. r».1. nuvL 00 a 7 dyg anI e tSf tno AH nu SS ".15 aura 9311 um nrnb Graph 23: ATTENDANCE RATE 98 Key: females males aggregate «mmmq aomme qowmo mmmav .mmmq NNva msmmv momav .ommv ZIP CODES oooooooooooo ooooooooo I I I ooooooooooooooooooooooo ooooooo ........ O l I l 92 Class of 1978 Of the students graduating from Northwest High School in the class of 1978, those in the Jackson 49202 zip codes had the highest mean at- tendance rate, 92.5%, of the four major zip codes (Graph 23). The 1978 graduates from Pleasant Lake 49272 had the lowest mean attendance rate at 91.1%. Comparing the nine zip codes showed that the mean attendance rate was highest, 93. %, for the Munith 49259 zip codes and lowest, 90.6%, for the students from Leslie 49251. A comparison of female students graduating from Northwest High School in 1978 and residing in the four major zip codes indicated that the mean attendance rate was highest, 92.7%, for those from Rives Junction 49277. The mean attendance rate for females was lowest,89.8%, for those from Pleasant Lake 49272. Rives Junction remained the zip code with the highest mean atten- dance rate for females, and Pleasant Lake remained the zip code with the lowest mean attendance rate when all nine zip codes were studied. A comparison of male students graduating from Northwest High School in 1978 and residing in the four major zip codes showed the mean attendance rate to be highest, 93.5%, for those from Jackson 49202. The mean attendance rate for males was lowest, 91.7%, for those from Rives Junction 49277. An examination of all nine zip codes revealed that the mean atten- dance rate was highest, 97.2%, for males from the Munith 49259 zip code and lowest, 90 6%, for males from Leslie 49251. 93 n» . t m S a 0 e 0.. C 9 Tlse Q. .d Pym! ee “"101. td e305 .d nu #1 mm.d RC en. a I C..l It . ”29 I _. a 7 It dv.9 I . Dnbb] /’ on +0 (.5! MW . Mme K .. SS ”.15 .d P..d 93] Mpc 4 2 h p a w... PU ATTENDANCE RATE ooooooooooo 0000000 o o I ooooooooooooooooooo 00000000 oooooooo o o o 0 vmmmq oommv cowmv mmmmw .mmmv mswmv mnwmv No~m¢ powmw ZIP CODES an on 086420 000000 94 Class of 1979 Graduates Of the class of 1979 from the Jackson 49201 zip code had the highest mean attendance rate, 93.6%, of the four major zip codes (Graph 24). Those 1979 graduates from Rives Junction 49277 had the lowest mean attendance rate at 92.9%. A comparison of the nine zip codes showed that the mean attendance rate was highest, 93.6%, for the Jackson 49201 zip code and lowest, 85. %, for students from Leslie 49251. Female students graduating in the class of 1979 from Jackson 49202 and Pleasant Lake 49272 had the highest mean attendance rates 92. %, of the four major zip codes. Female graduates from Jackson 49201 and Rives Junction 49277 had the lowest mean attendance rate, 92.3%. An examination of the nine zip code areas indicated that female graduates of the class of 1979 from Jackson 49202 and Pleasant Lake 49272 had the highest mean attendance rate, 92.9%, while females from Leslie 49251 had the lowest mean attendance rate, 85.2%. Male students graduating in the class of 1979 from Jackson 49201 had the highest mean attendance rate, 94.7%, of the four major zip codes. Male graduates from Pleasant Lake 49272 had the lowest mean attendance rate, 93.2%. An examination of the nine zip codes indicated that male graduates in the class of 1979 from Jackson 49201 had the highest mean atten- dance rate, 94.7%, while the lone male from Leslie 49251 had the lowest mean attendance rate 87.9%. The Northwest High School attendance policy was implemented in January of this graduating class' senior year. Graduates of the class 95 of 1979, therefore, were under its jurisdiction for one semester before graduating from high school. Class of 1980 0f the students graduating from Northwest High School in the class of 1980, those in the Jackson 49202 zip code had the highest mean attendance rate, 95.2%, of the four major zip codes (Graph 25). The 1980 graduates from Pleasant Lake 49272 had the lowest mean attendance rate, 91.4%. Comparing the nine zip codes showed that the mean attendance rate was highest, 95.9%, for the Leslie 49251 and the Parma 49269 zip codes and lowest, 91.4%, for the graduates from Pleasant Lake 49272. A comparison of the female graduates in the class of 1980 resid- ing in the four major zip codes indicated that the mean attendance rate was highest, 94.1%, for those from Jackson 49202. The mean attendance rate for females was lowest, 90.9%, for those from Pleasant Lake 49272. When all nine zip codes were compared, the females from the Leslie 49251 and Parma 49269 zip codes attained the highest mean attendance rate, 95.9%, while females from Pleasant Lake 49272 attained the lowest mean attendance rate, 90.9%. An examination of the males in this graduating class who resided in the four major zip codes revealed that the mean attendance rate was highest, 96.1%, for those from Jackson 49202. The mean attendance rate was lowest, 91.9%, for those male graduates from Pleasant Lake 49272. There were no male graduates in this class of 1980 included in this research who resided in zip codes other than the major four. Mean Attendance Rate Com- parison by Zip Codes, Graph 25: 96 RATE ATTENDANCE / comm". I I I II II momma. mRUu I 9 I» .l I III e commv ” t :1 II S a I 0 I e g .’ ql S e w. IIu m e W 3&2. 1' a .. i 1 f m a .1: .. .mxs ' It . , - O . v. . . ~22; "O' ' m OUOI'I’II" - o .000 O '6', 0000000000000 \\‘|' NNNOQ 500000000 \\“\ 0000000000 “\‘ 0.. ‘\ 000. ‘ co II memo". o I a. I av I .. z .onc S DIE ID . . . . 7.0 8 6 2 AU, 8 6 6 ea c. a: or .6; o G. .6. r... 8..A.I..Azmetn2w864268842086420884288842086426864208542m8642mee42m 9 9 9 9 M w w m 0 9 8 .7. O I O .6. C . C .5. 9 8 8 8 8 8 97 The members of the class of 1980 were under the jurisdiction of the high school attendance policy, which was implemented midway through their junior year, for one and one-half years or three semesters. Class of 1981 Graduates of the class of 1981 from the Jackson 49201 zip code had the highest mean attendance rate, 94.9%, of the four major zip codes (Graph 26). Those graduates from Pleasant Lake 49272 had the lowest mean attendance rate, 93. %. An analysis of the nine zip codes showed that the mean attendance rate was highest, 97.6%, for the Parma 49269 zip code and lowest, 93.3%, for the Leslie 49251 zip code. 0f the female students graduating from Northwest High Rchool in 1981 and living in the four major zip codes, those from Jackson 49202 had the highest mean attendance rate, 95.2%. Female graduates from Pleasant Lake 49272 and Rives Junction 49277 zip codes had the lowest mean attendance rate, 94.1%. When the nine zip codes were compared, females from Jackson 49202 had the highest mean attendance rate, 95.2%, while females from Leslie 49251 had the lowest mean attendance rate, 92.2%. Of the male students graduating in 1981 who lived in the four major zip codes, those from Jackson 49201 had the highest mean atten- dance rate, 95.0%. Male graduates from Pleasant Lake 49272 had the lowest mean attendance rate, 92.9%. This remained the same when all nine zip codes were studied. The Northwest High School attendance policy was implemented mid- way through the class of 1981's sophomore year. Its members were, 98 VJ b S n 0 S .1 ml a 0: mm 01' C8 9 e1- +L 3:1 R0 es CS ".6 a] dc n e 9 t9 td AH nu C n 30. e..1 “H.7L 6 2 in p a $1 G ATTENDANCE RATE ammo” ¢omme oomme mmwmv females ma1es aggregate . . .mmmv -N¢¢ Key: mmmmc momme .ommv ZIP CODES oooooooooooooo ooooooooooooooooooooooooooooooooooooooooo oooooo 99 therefore, accountable to its expectations for two and one-half years or five of their six semesters in high school. Class of l982 An analysis of students graduating from Northwest High School in l982 and living in the four major zip codes indicated that the mean attendance rate was highest, 94.7%, for the students from the Jackson 4920l zip code (Graph 27). The mean attendance rate was lowest, 93.6%, for graduates from the Pleasant Lake 49272 zip code. An examination of all nine zip codes revealed that 1982 graduates living in the Munith 49259 had the highest mean attendance rate, 96.2%, while those living in Parma 49269 had the lowest mean attendance rate, 92.0%. Female students who graduated in l982 and who resided in Jackson 4920l had the highest mean attendance rate, 94.2%, when the four major zip codes were studied. Female graduates from Jackson 49202 had the lowest mean attendance rate, 92.8%. An analysis of all nine zip codes showed that females from Leslie 49251 attained the highest mean attendance rate, 95.5%. Females from Jackson 49202 attained the lowest mean attendance rate, 92.8%. Male graduates of the class of l982 residing in Jackson 49202 had the highest mean attendance rate, 95.5%, of the four major zip codes. Those males from Pleasant Lake 49272 had the lowest mean attendance rate, 92.6%. When all nine zip codes were compared, Munith 49259 had the high- est mean attendance rate, 96.2%, and Parma 49269 had the lowest mean attendance rate, 92.0%. 100 Mean Attendance Rate Com- parisons by Zip Codes, Class of 1982 Graph 27: ATTENDANCE RATE vmmmc mommq comoe om~¢¢ females males aggregate . . .mmmv NNch Key: NNva Nemme _0mmv ZIP CODES 101 The class of l982 was the first graduating class to complete all six semesters of high school under the absence restrictions imposed by the Northwest High School attendance policy. Mean Grade Point Average Comparisons of Graduating Classes by Zip Codes Class of 1976 A comparison of students graduating from Northwest High School in 1976 and residing in the four major zip codes--49201, 49202, 49272, 49277--indicated that the mean grade point average was highest, 2.762, for those from Pleasant Lake 49272 (Graph 28). The mean grade point average was the lowest, 2.677, for graduates from the Jackson 49202 zip code. A comparison of all nine zip codes indicated that the mean grade point average was highest, 3.030, for the Parma 49269 zip code and lowest, 2.492, for the Springport 49284 zip code. A comparison of female students graduating from Northwest High School in l976 and residing in the four major zip codes indicated that the mean grade point average was highest, 2.968, for those from Jackson 49201. The mean grade point average for females was lowest, 2.736, for those residing in the Pleasant Lake 49272 zip code. An analysis of the nine zip codes indicated that the mean grade point average was highest, 3.09l, for females from the Leslie 49259 zip code and lowest, 2.736, for those residing in Pleasant Lake 49272. An examination of male students graduating from Northwest High School in l976 and residing in the four major zip code areas revealed that the mean grade point average was highest, 2.798, for those 102 GRADE 001m Graph 28: Mean Grade Point Average AVUMGE Comparisons by Zip Codes, 1Joo Class of 1976 .550 1600 .550 1500 .450 1000 .350 1000 .am 1200 J50 3J00 .050 3.mm .950 1000 .850 1000 .750 2.xw .650 1000 .550 1500 .450 1400 .350 2300 .250 2200 150 Key: 2200 - - - - - females 150 - - . - - males 2.mm —————————- aggregate .1m 1.1m .mm 1.1m ZIP CODES 4920] 49202 49272 49277 4925] 49259 49264 49269 49284 l03 residing in Pleasant Lake 49272. The mean grade point average was the lowest, 2.450, for the males from Jackson 49202. A comparison of all nine zip codes indicated that the mean grade point average was highest, 3.030, for males from Parma 49269 and low- est, 2.279, for males from Leslie 49259. Class of l977 An analysis of students graduating from Northwest High School in l977 and residing in the four major zip codes--4920l, 49202, 49272, 49277--indicated that the mean grade point average was highest, 2.790, for those residing in Jackson 49201 (Graph 29). The mean grade point average was the lowest, 2.495, for graduates from the Jackson 49202 zip code. A comparison of all nine zip codes reveals that the mean grade point average was highest, 3.636, for the Parma 49269 zip code and lowest, 2.138, for the Munith 49259 zip code. Female students graduating from Northwest High School in l977 and residing in Rives Junction 49277 had the highest mean grade point average, 2.995, of the four major zip codes. Female graduates from Pleasant Lake 49272 had the lowest mean grade point average, 2.686. An analysis of the nine zip codes indicates that the mean grade point average was highest, 3.631, for females from Parma 49269 and lowest, 2.l83, for females from Munith 49259. Male students graduating in the class of 1977 and residing in Jackson 4920] had the highest mean grade point average, 2.580, of the four major zip codes. Male graduates from Jackson 49202 had the lowest mean grade point average, 2.184. 104 ““23ERZQEM Graph 29: Mean GPA Comparisons by le Codes, Class of 1977 3.700 .650 3.600 r .550 .t 3.500 a .450 f 1400 'i .350 a 3.300 ,' .250 I 1200 , { .150 ’0 3.100 , .050 '0 3.000 \ , , .950 \ I ‘ 'I 2.900 \\ I ‘ , .850 \ ’, ‘\ [I 2.800 \ \ ' .750 \ I \ 2.700 ~ \V \ I .650 \ 2.600 . I Key: .550 o o ' 2.500 , .0 \ I .450 ° .' ' 2.400 -. . l t .350 . f , 93 95 2.300 '. .- I .250 - o H 2.200 . . .150 2.100 . .050 2.000 .950 1.900 .850 l.800 . ZIP CODES 4920] 49202 49272 49277 4925] 49259 49264 49269 49284 105 An analysis of the nine zip codes shows that the mean grade point average was highest, 2.611, for males from Leslie 49251 and Lowest, 2.104, for males from Munith 49259. Class of 1978 0f the students graduating from Northwest High School in the class of 1978, those in the Jackson 49201 zip code had the highest mean grade point average, 2.827, of the four major zip codes (Graph 30). The 1978 graduates from Jackson 49202 had the lowest mean grade point average at 2.495. Comparing the nine zip codes showed that the mean grade point average was highest, 3.617, for the Parma 49264 zip code and lowest, 1.878, for the students from Leslie 49251. A comparison of female students graduating from Northwest High School in 1978 and residing in the four major zip codes indicated that the mean grade point average was highest, 3.617, for those from Parma 49269. The mean grade point average for females was lowest, 2.838, for those from Pleasant Lake 49272. This remained the same when all nine zip codes were stidied. A comparison of male students graduating from Northwest High School in 1978 and residing in the four major zip codes indicated that the mean grade point average was highest, 2.651, for those from Jackson 49201. The mean grade point average for males was lowest, 2.389, for those from Rives Junction 49277. An examination of all nine zip codes revea1ed that the mean grade point average was highest, 2.651, for males from Jackson 49201 and lowest, 1.878, for males Leslie 49251. GRADE POINT AVERAGE 3.700 .650 3.600 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 2.500 .450 2.400 .350 2.300 .250 2.200 .150 2.100 .050 2.000 .950 1.900 .850 1.800 ZIP CODES 49201 49202 49272 106 49277 Graph 30: 4925] Mean GPA Comparisons by Zip Codes, Class of 1978 I I I I I I I I I I I I I I I I I Keg/z - - - - - females - - - - males aggregate 49259 49264 49269 49284 107 Class of 1979 Graduates of the class of 1979 from the Jackson 49201 zip code had the highest mean grade point average, 2.736, of the four major zip codes (Graph 31). Those 1979 graduates from Jackson 49202 had the lowest mean grade point average, 2.480. A comparison of the nine zip codes showed that the mean grade point average was highest, 2.862, for the Parma 49269 zip code and lowest, 2.362, for students from Leslie 49251. Female students graduating in the class of 1979 from Pleasant Lake 49272 had the highest mean grade point average, 3.021, of the four major zip codes. Female graduates from Rives Junction 49277, on the other hand, had the lowest mean grade point average, 2.587. An examination of the nine zip code areas indicated that female graduates of the class of 1979 from Pleasant Lake 49272 had the highest mean grade point average, 3.021, while females from Leslie 49251 had the lowest, 2.424. Male students graduating in the class of 1979 from Jackson 49201 had the highest mean grade point average, 2.662, of the four major zip codes. Male graduates from Jackson 49202 had the 1owest mean grade point average, 2.243. An examination of the nine zip codes indicated that male graduates in the class of 1979 from Parma 49269 had the highest mean grade point average, 3.254, while the only male from Leslie 49251 had the lowest at 2.176. The Northwest High School attendance policy was implemented in January of this graduating c1ass' senior year.. Graduates of the class GRADE POINT AVERAGE 3. .650 .600 .550 .500 .450 .400 .350 .300 .250 .200 .150 .100 .050 .000 .950 .900 .850 .800 .750 .700 .650 .600 .550 .500 .450 .400 .350 .300 .250 .200 .150 .100 .050 .000 .950 .900 .850 .800 700 ZIP CODES .- O N Ch V 49202 49272 108 Graph 31: 49277 49251 Mean GPA Comparisons by Zip Codes, Class of 1979 49259 49264 49269 females males aggre- gates 49284 109 of 1979, therefore, were under its jurisdiction for one semester before graduating from high school. Class of 1980 0f the students graduating from Northwest High School in the class of 1980, those in the Rives Junction 49277 zip code had the high- est mean grade point average, 2.820, of the four major zip codes (Graph 32). The 1980 graduates from Pleasant Lake 49272 had the lowest mean grade point average, 2.556. Comparing the nine zip codes showed that the mean grade point average was highest, 3.228, for the Onondaga 49264 zip code and lowest, 2.189, for the only graduate from Munith 49259. A comparison of the female graduates in the class of 1980 residing in the four major zip codes indicated that the mean grade point average was highest, 3.017, for those from Rives Junction 49277. The mean grade point average for females was lowest, 2.601, for those from Pleasant Lake 49272. When all nine zip codes were compared, the lone female from Onon- daga 49264 attained the highest mean grade point average, 3.228, while the lone female from Munith 49259 attained the lowest, 2.189. An examination of the males in the graduating class who resided in the four major zip codes revealed that the mean grade point average was highest, 2.650, for those from Rives Junction 49277. The mean grade point average for males was lowest, 2.446, for those male graduates from Jackson 49202. There were no male graduates in the class of 1980 included in this research who resided in the zip codes other than the major four. GRADE POINT AVERAGE 3.700 .650 3.600 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 2.500 .450 2.400 .350 2.300 .250 2.200 .150 2.100 .050 2.000 .950 1.900 .850 1.800 ZIP CODES 49201 49202 49272 110 Graph 32: 49277 Mean GPA Comparisons by Zip Codes, Class of 1980 49251 49259 females males aggre- gates 49264 49269 49284 111 The members of the class of 1980 were under the jurisdiction of the high school attendance policy, which was implemented midway through their junior year, for one and one-half years or three semesters. Class of 1981 Graduates of the class of 1981 from the Jackson 49201 and Pleasant Lake 49272 zip codes had the highest mean grade point average, 2.705, of the four major zip codes (Graph 33). Those graduates from Jackson 49202 had the lowest mean grade point average, 2.418. An analysis of the nine zip codes showed that the mean grade point average was highest, 3.588, for the Parma 49269 zip code and lowest, 2.418, for the Jackson 49202 zip code. 0f the female students graduating from Northwest High School in 1981 and living in the four major zip codes, those from Pleasant Lake 49272 had the highest mean grade point average, 2.968. Female gradu— ates from Jackson 49202 had the lowest mean grade point average, 2.609. When the nine zip codes were compared, the lone female from Parma 49269 had the highest mean grade point average, 3.588, while females from Leslie 49251 had the lowest mean grade point average, 2.371. 0f the male students graduating in 1981 who lived in the four major zip codes, those from Jackson 49201 had the highest mean grade point average, 2.651. Male graduates from Pleasant Lake 49272 had the lowest mean grade point average, 1.990. This remained the same when all nine zip codes were studied. The Northwest High School attendance policy was implemented midway through the class of 1981's SOphomore year. Its members were, 112 nazozRgom Graph 33: Mean GPA Comparisons by VE 'E Zip Codes, Class of 1981 1700 .650 3.600 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 2.500 .450 2.400 .350 2.300 .250 2.200 .150 2.100 450 zxmo g, ----- females .950 ' . - - . . ma1es '1900 ————————-— aggregates .850 1.800 ZIP CODES 49201 49202 49272 49277 49251 49259 49264 49269 49284 113 therefore, accountable to the expectations for two and one-half years or five of their six semesters in high school. Class of 1982 An analysis of students graduating from Northwest High School in 1982 and living in the four major zip codes indicated that the mean grade point average was highest, 2.838, for the students from Rives Junction 49277 (Graph 34). The mean grade point average was lowest, 2.693, for graduates from Jackson 49202 zip code. An examination of all nine zip codes revealed that 1982 gradu- ates living in Leslie 49251 had the highest mean grade point average, 3.243, while those living in Jackson 49202 remained the lowest at 2.693. Female students who graduated in 1982 and who resided in Jackson 49201 had the highest mean grade point average, 3.043, when the four major zip codes were studied. Female graduates from Jackson 49202 had the lowest mean grade point average, 2.740. An analysis of all nine zip codes showed that females from Leslie 49251 attained the highest mean grade point average, 3.243. Females from Munith 49259 attained the lowest mean grade point average, 2.314. Male graduates of the class of 1982 residing in Jackson 49202 had the highest mean grade point average, 2.659, of the four major zip codes. Those males from Pleasant Lake 49272 had the lowest mean grade point average, 2.3.3. When all nine zip codes were compared, Jackson 49202 remained the one with the highest mean grade point average of 2.659. Parma 49269 was the lowest with a mean grade point average of 2.098. 114 GRME WNNT Graph 34: Mean GPA Comparisons by AVUMGE Zip Codes, Class of 1982 1200 .650 3.600 .550 3.500 .450 3.400 .350 3.300 .250 3.200 .150 3.100 .050 3.000 .950 2.900 .850 2.800 .750 2.700 .650 2.600 .550 2.500 .450 2.400 .350 2.300 .250 2.200 .150 2.100 .050 2.000 .950 1.900 .850 1.800 females ma1es aggregates ZIP CODES 49201 49202 49272 49277 49251 49259 49264 49269 49284 115 The class of 1982 was the first graduating class to complete all six semesters of high school under the absence restrictions imposed by the Northwest High School attendance policy. Summary Attendance rate and achievement data collected from the permanent record cards of Northwest High School students who graduated between 1976 and 1982 were tabulated and plotted on polygraphs. For each graph the data were organized to illustrate mean attendance rates and mean grade point averages for females, males, and the aggregate group. Socioeconomic data from U. 5. Census Bureau tapes were presented to illustrate the socioeconomic differences among the nine zip code areas within the Northwest School District. The highest and lowest mean attendance rates and mean grade point averages within zip codes and between graduating classes as well as within graduating classes and between zip codes were identified. The conclusions of the study are presented in Chapter V along with reflections and suggestions for additional research. CHAPTER V CONCLUSIONS Introduction The positive impact of the Northwest High School's attendance policy on overall student attendance rates had been recognized and documented by school officials prior to this research (see Appendix 8). Student absenteeism exceeded 10.5% before the implementation and enforcement of the attendance policy. In the four years since the policy's inception, the yearly average attendance rate has increased from 89.5% to 94.5%, representing a 52% improvement in student atten- dance. Questions remained, however, whether the policy impacted specific groups of students more or less than others and whether there was an attendant impact upon student achievement. This research was conducted as an attempt to address these questions. The specific groups of students examined were members of seven Northwest High School graduating classes from 1976 to 1982, the female and male students in each of these classes, and students in these classes, male and female, from the nine zip code areas within the Northwest School District. For this study, the zip codes were utilized as geographic units indicative of socioeconomic status for comparative purposes. 116 117 The data obtained from the 1970 U. S. Census Bureau tapes on the mean family income and median value of owner-occupied housing (Table 1) indicated that socioeconomic differences exist among the nine zip codes contained within the Northwest School District. Research supports that socioeconomic status impacts student attendance rates and achieve- ment levels. Cloward and Jones found a direct correlation between socioeconomic position, academic achievement, and attendance.1 A comparison of the four major zip code areas indicated that the Jackson 49201 zip code was the wealthiest in terms of the two socio- economic variables discussed. The Jackson 49202 zip code was the poorest in terms of these variables. The Jackson 49201 zip code retained its highest socioeconomic position when all nine zip codes were compared. 0f the nine zip codes, Onondaga 49264 was the poorest. The attendance and achievement data, as measured by average atten— dance rates while in high school and the cumulate grade point averages, were obtained from student permanent record cards. These data were the tabulated by the specific groupings, identified and plotted in poly- graphs. Because this study was not experimental in nature, but, rather, a critical examination, no attempt will be made to infer cause-effect relationships. The differences in attendance rates and grade point averages that existed before and after the implementing of the North- west High School attendance policy will be described in this chapter. 1Cloward and Jones, 1962. 118 The specific questions this study sought answers to were: 1. Were there any changes in the mean attendance rates and mean grade point averages of Northwest High School graduates following the implementation of the attendance policy in January 1979? 2. Did the mean attendance rates and mean grade point averages of students from the various socioeconomic areas, as designated by zip codes, vary prior to and following the implementation of the high school attendance policy? 3. Did female or male students show any or more improve- ment in mean attendance rates and mean grade point averages since the implementation of the attendance policy? Attendance Rate Changes for the Aggregate Graduating Classes The lowest mean attendance rate for the Northwest High School graduating classes studied was 92.4% attained by the class of 1978. Significant improvement in mean attendance rates was demonstrated by the subsequent graduating classes. The improvement was, for the most part, cumulative. Each subsequent graduating class attained higher attendance rates, perhaps having had longer exposure to the policy's absence limits and expectations. The mean attendance rate for the class of 1982 dropped slightly by0.l percentile. This could perhaps signal a 1eveling of the improve- ment as the attendance rates reach the level health officials consider 119 to be acceptable given a four to five percent normal absentee rate for high school students due to legitimate illness. Grade Point Average Changes for the Aggregate Graduating Classes While the lowest attendance rates were attained by the class of 1978, this class conversely had the highest mean grade point average of 2.787 of the classes studied. It is possible that this dichotomy contributed to the faculty's conclusion in 1978 that the low rate of attendance had lowered educational standards as c1asswork tended to be geared to the rate of absenteeism. A marked decline in mean grade point averages was demonstrated by the class of 1979 (see Graph 2). A return to the higher mean grade point averages attained in 1978 was not again realized until the class of 1982. This pattern suggests that perhaps following an initial adjustment by faculty and students, academic standards and grading practices moderated to be more compatible with the expectation and reality of im- proved student attendance. Research Question One Were there any changes in the mean attendance rates and mean grade point averages of Northwest High School graduates following the imple- mentation of the attendance policy in January 1979? Conclusion. Changes in attendance rates and grade point averages occurred following implementation of the attendance policy. The data indicated that mean attendance rates improved for the aggregate graduating classes of Northwest High School after the class 120 of 1978. Following a sharp decline of the mean grade point average for the class of 1979, subsequent graduating classes demonstrated improve- ment in the mean grade point average. Only the class of 1982 slightly exceeded the highest mean grade point average previously attained by the class of 1978. In summary, following 1978, the attendance rates for Northwest High School graduates exceeded attendance rates for previous graduating classes. Grade point averages, however, initially declined after 1978 only to return to previously attained mean grade point averages by 1982. Attendance Rate Changes for Aggregate Graduating Classes from the Nine Zip Code Areas The conclusions will be presented to first reflect comparisons be- tween the highest socioeconomic area, Jackson 49201, and the lowest socioeconomic area, Jackson 49202, of the four major zip codes and the lowest socioeconomic area of the nine zip codes, Onondaga 49264. The conclusions for the remaining six zip code area will then be made. The mean attendance rates for the aggregate graduating classes from Jackson 49201, Jackson 49202, and Onondaga 49264 improved after 1978. An even and constant 23.2% improvement was made by graduates of Jackson 49201 (Graph 4). Graduates of Jackson 49202 demonstrated a 16.6% improvement, from a low in 1976 to their peak in 1980, but began to taper off after that point (Graph 5). With only six Onondaga 49264 graduates between 1976 and 1982, meaningful comparisons are difficult; but a 30.6% improvement in attendance rates was evident (Graph 10). The mean attendance rates for the aggregate graduating classes from Pleasant Lake 49272, Rives Junction 49277, Leslie 49251, Parma 121 49269, and Springport 49284 also improved after 1978. Only for the Munith 49259 did the attendance rates decline after 1978 (Graphs 6-12). Grade Point Average Changes for Students from the Various Sociogeographic Areas The graphing of the mean grade point averages for the aggregate graduating classes from Jackson 49201 and Jackson 49202 did not reflect a corresponding improvement with the improved attendance rates ex- hibited by both groups. There was a 1.9% improvement in the mean grade point averages of graduates from Jackson 49201 between 1976 and 1982. The mean grade point average for students from Jackson 49202, the lowest socioeconomic zip code of the four, averaging a 0.6% im- provement between 1976 and 1982. The mean grade point average for Onondaga 49264 graduates improved in two of the three years since 1979 Graduates of Pleasant Lake 49272 demonstrated a 0.4% decline in their mean grade point averages between 1976 and 1982 (Graph 15). Graduates of Rives Junction 49277 improved their mean grade point average between 1976 and 1982 by 3.7% (Graph 16). The mean grade point averages for Leslie 49251 showed improvement over the low recorded in 1978 (Graph 17). The Munith 49259 mean grade point average declined after 1978 (Graph 18) as did Parma 49269 (Graph 20). Meaningful comparisons are impossible with only two graduates from Springport 49284, but a slight improvement in mean grade point average was reflected between the 1976 and the 1981 graduates. Research Question Two Did the mean attendance rates and mean grade point averages of students from the various sociogeographic areas, as designated by zip 122 codes, vary prior to and following the implementation of the high school attendance policy? Conclusion. Variances did exist among the sociogeographic areas. The data indicated that of the four major zip code areas, grad- uates from the wealthiest socioeconomic zip code, Jackson 49201, ranked the highest in mean attendance rates in four of the seven years studied and in three of the four years since the implementation of the North- west High School attendance policy. These graduates from Jackson 49201 also ranked the highest in mean grade point averages in four of the seven years studied even though their grade point averages did not fluctuate much during these years. Two of the four years that students from Jackson 49201 ranked highest in terms of mean grade point average were after the implemen- tation of the attendance policy. In 1980 and 1982 graduates from Rives Junction 49277 had the highest mean grade point averages of the four major zip codes, a distinction not previously attained by this group. The data indicated that no significant changes occurred among the ranking of those groups registering the lowest mean attendance rates and mean grade point averages. In other words, groups with the lowest attendance rates or grade point averages before implementation of the Northwest High School attendance policy continued to register the lowest attendance rates or grade point averages after implementation of the policy. In six of the seven years studied, graduates from Pleasant Lake 49272 had the lowest mean attendance rate of the four major zip codes. In six of the seven years, graduates from the poorest socioeconomic zip 123 code, Jackson 49202, had the lowest mean grade point average of the four groups. With respect to Pleasant Lake 49272 graduates, it is interesting to note that while their attendance rates remained the lowest of the four major zip codes, improvement in their attendance rates did occur, as well as in their grade point averages. It is also interesting to note that graduates from Rives Junction 49277, Leslie 49251, and Springport 49284 improved both their atten- dance rates and grade point averages following implementation of the high school attendance policy. Graduates from Jackson 49202 and Parma 49269 improved their at- tendance rates, but their grade point averages declined. Only for Munith 49259 graduates did both their attendance rates and grade point averages decline after 1978 and the implementation of the attendance policy. In summary, graduates from eight of the nine zip codes improved their mean attendance rates following the implementation of the atten— dance policy. Graduates from five of these eight zip codes also im- proved their mean grade point averages. In only one zip code was there a decline in both attendance rates and grade point averages after implementation of the Northwest High School attendance policy. Attendance Rate Chagges for Female Graduates from the Nine Zip Code Areas The conclusion will be presented to first reflect comparisons be- tween female graduates from the highest socioeconomic area, Jackson 49201, and from the lowest socioeconomic areas, Jackson 49202 (of the four major zip codes) and Onondaga 49264 (of all nine zip codes). The 124 conclusion from the data in the female graduates from the remaining zip code areas will then be made. The mean attendance rate for female graduates from Jackson 49201 fell 1.0 percentile between 1976 and 1978, then improved 2.3 percen- tiles by 1981, tapering off slightly in 1982 (Graph 4). The mean at- tendance rate for female graduates from Jackson 49202 rose by 3.5 per- centiles between 1976 and 1981, dropping off 2.4 percentiles in 1982 (Graph 5). The mean attendance rate for females from Onondaga 49264 improved five percentiles between 1979 and 1980 (Graph 10). The mean attendance rate for female graduates from Pleasant Lake 49272 improved 5.5 percentiles between 1976 and 1982. Females from Rives Junction 49277, Leslie 49251, Parma 49269 also improved their attendance rates between 1979 and 1982. The mean attendance rate for females from Munith 49259 declined between 1976 and 1981 (Graphs 6-9, 11). Attendance Rate Changes for Male Graduates from the Nine Zip Code Areas The mean attendance rate for male graduates from Jackson 49201 improved 2.1 percentiles between 1978 and 1982 (Graph 4). The mean attendance rate for male graduates from Jackson 49202 improved 2.8 per- centiles between 1976 and 1982 (Graph 5). Only one male from Onondaga 49264 graduated between 1976 and 1982, so no comparison is possible (Graph 10). Male graduates from Pleasant Lake 49272, Rives Junction 49277, Leslie 49251, Munith 49259, and Springport 49284 also improved their attendance rates. Males from Leslie improved their mean attendance 125 rates by 7.5 percentiles, while males from Munith improved theirs by four percentiles (Graphs 6-9, 12). Grade Point Average Changes for Female Graduates from the Nine Zip Code Areas The mean grade point averages for female graduates from the Jack- son 49201 zip code fellO.226 points from 1978 to 1981, rising to 3.043 in 1982 (Graph 13). Similarly, the mean grade point average for fe- males from the Jackson 49202 zip code dropped .283 points between 1978 and 1981, rising slightly to 2.740 in 1982 (Graph 14). Females from Onondaga also improved upon their mean grade point averages between 1979 and 1981 (Graph 19). I10.471 drop in mean grade point average occurred between 1979 and 1980 for female graduates from Pleasant Lake 49272, rising somewhat to 2.955 by 1982 (Graph 15). The mean grade point averages for female graduates from Rives Junction 49277, Leslie 49251, Munith 49259, and Parma 49269 have shown improvement since 1979 (Graphs 16-18, 20) Grade Point Average Changes for Male Graduates from the Nine Zip Code Areas The mean grade point average for male graduates from the Jackson 49201 zip code remained relatively stable between 1978 and 1981, drop- ping .103 points in 1982 (Graph 13). The mean grade point average for males from Jackson 49201 improved()Al6 points between 1979 and 1982 (Graph 14). With only one male graduate from Onondaga 49264, a compari- son was not possible (Graph 19). 110.532 drop in mean grade point average occurred between 1978 and 1981 for male graduates from Pleasant Lake 49272, rising somewhat to 0.233 in 1982 (Graph 15). Male graduates from Rives Junction, on the 126 other hand, improved their mean grade point averages .256 points be tween 1978 and 1982 (Graph 16). Males from Leslie 49251, Munith 49259, and Springport 49284 have also shown improvement in mean grade point averages since 1979. Only for male graduates from Parma 49269 did the mean grade point average decline since 1979 (Graphs 17-18, 20-21). Research Question Three Did female or male students show any or more improvement in mean attendance rates and mean grade point averages since the implementa- tion of the attendance policy? Conclusion. Both females and males demonstrated comparable im- provement (two percentiles) in their mean attendance rates since 1978. The mean grade point averages for both sexes declined following 1978. In the subsequent four years, however, the mean grade point averages of female graduates recovered from the decline, with the class of 1982's registering the highest mean grade point average in seven years. The mean grade point averages for male graduates did not demon- strate a comparable recovery with levels remaining below the high achieved in 1978. It can be concluded from the data that during the years studied, l976-1982, female graduates of Northwest High School had consistently lower mean attendance rates and consistently higher grade point aver- ages than their male counterparts. The reasons for this pattern are not clear. One could speculate that differing societal and cultural expectations for males and females may have influenced this disparity. 127 The data indicated that of the four major zip code areas, female graduates from the poorest socioeconomic zip code, Jackson 49202, in three of the four years since the implementation of the attendance policy, ranked highest among female graduates in mean attendance rates. In the three years prior to the attendance policy and in two years since its implementation, female graduates from Pleasant Lake 49272 have ranked thelowest among female graduates in terms of mean atten- dance rates. During the seven years studied, the highest mean grade point average ranking of the four major zip codes vacillated between Pleasant Lake 49272, Rives Junction 49277, and Jackson 49201, with no clear pattern established. In the three years preceding the implementation of the high school attendance policy, female graduates from Pleasant Lake 49272 ranked the lowest among female graduates in terms of mean grade point aver- ages. Since the attendance policy, they have only ranked lowest once, with female graduates from Jackson 49202 ranking lowest in 1981 and 1982 and Rives Junction 49277 female graduates ranking lowest in 1977. The data indicated that in four of the seven years studied, male graduates from the poorest socioeconomic zip code, Jackson 49202, ranked highest among male graduates in terms of mean attendance rates among the four major zip codes. Three of the four years occurred since the implementation of the attendance policy. Male graduates from Plea- sant Lake 49272 ranked lowest among male graduates in mean attendance rate in five of the seven years, four of these years being since the implementation of the attendance policy. 128 Male graduates from Jackson 49201 ranked higher and among male graduates in terms of mean grade point average in four of the seven years, with two of these years since the implementation of the atten- dance policy. In four of the past seven years, male graduates from Jackson 49202 have ranked lowest among male graduates in mean grade point averages. Two of these years were prior to the attendance policy, the other two after the attendance policy. In summary, prior to and following the high school attendance policy, female graduates of Northwest High School had lower mean atten- dance rates, but higher mean grade point averages than their male counterparts. During three of the four years since the implementation of the attendance policy,ma1e and female graduates of Jackson 49202 have ranked highest in mean attendance rates; but, conversely, in two of the four years, each also ranked lowest in terms of mean grade point average. In five of the seven years examined, male and female graduates of Pleasant Lake 49272 ranked lowest in mean attendance rates. Females from Pleasant Lake 49272 improved their mean grade point average rat- ings since the attendance policy. Suggestions for Additional Research The review of literature on high school attendance policies re- vealed that few studies address the impact these policies have on spe- cific groups of students. Little is known about whether some high 129 school students fare better or worse than others under administrative policies that mandate good attendance. In this study broad groupings of students by graduating class, sex, and residency were employed. For the residency groupings, zip codes were utilized as geographic units indicative of socioeconomic status. The mean attendance rates and mean grade point averages of students in these various groups were examined to note changes in attendance and achievement prior to and following the implementation of an attendance policy at Northwest High School in Jackson, Michigan. A replication of this research designed with a narrower focus would be of interest and importance. More specific groupings of stu- dents, such as by IQ scores, achievement test scores, or by grades earned would expand upon this and previous research efforts. 0f further merit would be research that addressed the impact such policies have had on teacher behaviors. When good attendance is man- dated and students, as a result, attend class more, what adjustments in course content, instructional methods, academic standards, and grading practices are made by teachers; and are these adjustments educationally sound? A related research question would be, does student achievement improve or decline, as the case may be, because students attend school more; or if student achievement changes, is it because instruction is geared to good attendance? This and other research that has been conducted on high school attendance policies and student attendance have examined the impact of the policy on the students while in school. A frequently given ration- ale for having attendance policies in high schools is to instill good work habits in students that will carry over into future gainful 130 employment. It is suggested that additional research be conducted to determine whether graduates from high schools with attendance policies have better attendance as employees than do graduates from schools without attendance policies. Reflections In the four years since its implementation, the Northwest High School attendance policy has accomplished its purpose of reducing stu- dent absenteeism. While the degree of its impact has varied somewhat among graduating classes, sexes, and students from the various socio- geographic areas in the school district, overall student attendance has improved significantly. There is no single solution to the problem of student absenteeism and the Northwest High School attendance policy has not functioned in a vacuum during the past four years. The people and the curriculum as well as the policies of a school district impact student attendance. Not all people value education; and of those who do, varying de- grees of value exist. Social, economic, and cultural factors have a bearing on our valuing process. Even among pe0ple who place a high priority on education, one can find a diversity of Opinions as to how important regular, punctual attendance in a classroom is to the act of learning. A school's curriculum, in the broadest sense, is the school's vehicle for the learning process. A debate exists with regard to curriculum and attendance. Some say if a school has a good, relevant and exciting curriculum, students will want to be in school and atten- dance problems will be minimal. Others argue that unless one can get 131 the students into school, the curriculum will not have a chance to make an impact. There may be schools with good curricula that have serious atten- dance dance problems, and there may be schools with poor curricula that have minimal attendance problems. The conclusions of this re- search with regard to student achievement suggest that perhaps the perspective and the question need to be changed from "to what degree does the curriculum affect student attendance?"to "to what degree does student attendance affect the curriculum?" The policies of a school are a reflection of the school's philo- sophy. While a policy may be viewed as an administrative tool for control, it can also be viewed as a standard of the school's expec- tations for its students. Research has shown that teachers with high expectations for their students tend to have students who perform better than teachers who have low expectations for their students. One could extend this rationale to schools with high expectations for student attendance. The high expectations of the Northwest School District for its high school students have paid high dividends in terms of the attendance of its students. The expectations set forth in the attendance policy reaped addi- tional benefits for the school and the students as well. Suspensions from school for disciplinaryinfractionstook on graver consequences as days missed for suspensions were subtracted from the ten-day absence maximum. As a result, disciplinary problems and student suspensions from school have been greatly reduced. In addition, the improved attendance records of Northwest graduates may give them the competi- tive edge as they seek employment in a tight job market. 132 In a democratic institution, policies need to be fairly applied and programs equitably accessible. Even when both are done, however, differences among groups and individuals will surface. It should be noted that while most groups of students in the study improved both their mean attendance rates and mean grade point aver- ages over the years examined, some groups did not. The reasons for these differences can only be speculative at this point, but the fol- lowing possible explanations are offered. Generally speaking, society has differing expectations for males and females. These societal expectations impact individuals' self- concepts and goals. Schools, as an extension of society, often trans- mit and reinforce the polarized expectations. It is suggested here that this is evidenced in the disparity in the relationship between the aggregate male and female attendance rates and grade point aver- ages identified in this study. While the students from the four major zip codes experienced im- provement in their attendance roles and grade point averages in the years following the implementation of the attendance policy, the rank order of the groups with regard to attendance rates and grade point averages remained virtually unchanged. In other words, graduates from the highest socioeconomic zip code, Jackson 49201, continued to have the best attendance and achievement rates of the four groups. Gradu- ates from the lowest socioeconomic zip code, Jackson 49202, remained the lowest in terms of mean grade point average, and graduates from Pleasant Lake 49272 remained the lowest in terms of mean attendance rates. 133 This phenomenon could have an obvious socioeconomic explanation, but another related variable may be having an impact. One measure of support for the schools is voter support in millage elections. The Northwest School District has four precincts for school elections. It is of interest to note that precinct four voters live in the Jackson 49201 zip code; this precinct has consistently passed requests for additional millage. Precinct two voters live in the Rives Junction 49277 zip code, and precinct three voters live in the Pleasant Lake 49272 zip code; both consistently reject requests for additional millage. Perhaps, in addition to socioeconomic influences on attendance and achievement, parental support of the schools or the lack of it may be having an influence. These speculations only serve to underscore the need for addi- tional research into the areas of student attendance and achievement. Only when more is known about what specifically affects student atten- dance and achievement and what impact attendance policies are having on the performance of the nation's high school students will the needs of these students be better understood and addressed. APPENDIX A NORTHWEST HIGH SCHOOL ATTENDANCE POLICY ATTENDANCE There is a positive relationship between attendance and success in school. Therefore, Northwest High School feels a responsibility to encourage regular and punctual attendance. In order to prepare stu- dents for what lies beyond high school, the school has an obligation to formulate good attendance patterns and appropriate work attitudes. II. Attendance Poliqy The following attendance policy is based on a ten (10) day per semester absentee rate. The ten days described in the policy are to take care of: A. 8. Personal illness Professional appointments that could not be scheduled outside of the regular school day Serious personal or family problems Family vacations that are pre-arranged through the high school office as many days prior to leaving as the length of the vacation The following procedures will be used in the regulation of this policy. It is the responsibility of every student to read and follow these procedures. Failure to comply with the policy could result in the loss of course credit. A. Notices to parents or guardians Upon a students fifth and ninth absence from any given class, notices will be sent to the parents or guardians. The fifth is to be sent with the student, and the ninth is to be mailed home. 134 135 Excused absences An excused absence slip will be issued by the first hour- teacher with a note from the parent, signed, dated, and giving the reason for absences. It is the responsibility of the student to get assignments and make up work missed. Excused absences include absences due to: 1. Personal illness 2. Professional appointment that could not be scheduled outside the regular school day 3. Serious personal or family problems 4. Family vacations that are pre-arranged through the high school office as many days prior to leaving as the length of the vacation Unexcused absences Unexcused absences will be issued in the office. The stu- dent receiving an unexcused absence is encouraged to familiarize him/herself with the work missed but will not be allowed to make up for credit. Unexcused absences include absences due to: l. Skipping school 2. Suspension 3. Missing the bus 4. Oversleeping 5. Car trouble 6. Work 7. Babysitting 8. Hair cuts - beauty parlor 9. Shopping If a student forgets his/her note for being absent, s/he must come to the office prior to the start of school. An unexcused admit slip will be issued by office personnel. When the students presents his/her note the next day, an excused admit slip will be written. 136 Upon exceeding ten days of absence The student is in a position of losing credit for the course after ten days of absence. The student, upon the next day that s/he attends class, -ill be given a form which s/he will have to fill out, have signed by the parent and return within twenty-four (24) hours of the high school office. The form will provide the opportunity for one of three choices: 1. Take a "W" (withdrawal) in the class, continue to attend on a regular basis and do class work. The student does not receive credit, but the GPA is not affected. "W" must be earned; otherwise the teacher will issue an "E.” 2. Drop the class and take an "E." The student is then assigned to a study hall. 3. Appeal for an extension. If number 3 is selected, the appeal will be heard by the assistant principal. The student is to continue attending the class/classes for which s/he is appealing until a deci- sion on the appeal is rendered. Once a decision has been reached, the student and parents will be notified of the decision in writing. If there is dissatisfaction with the decision made by the assistant principal, the appeal may be taken to the Faculty Attendance Committee. This committee shall be comprised of three teachers and the student's counselor. A letter explaining why it is felt the decision was unjust must be submitted to the assistant principal's office within 24 hours of notification of the denial of the appeal. The hearing with the Faculty Attendance Committee will be scheduled upon receipt of this letter of appeal. The student with a parent or guardian must attend the appeal hearing(s). Failure to submit a letter of appeal to the Faculty Atten- dance Committee or failure to attend the hearing will result in a termination of the appeal and will result in the loss of further appeal rights. If justified, additional appeals can be made to the building principal, superintendent, and board of education. School activities School sponsored or sanctioned activities are exampted from and will not count toward the total of ten absences. 137 Arriving late or leaving early Any student who arrives at school after his/her school day has started must sign in at the office. Any student having to leave school for egy_reason after arriving must sign out through the office. Failure to do so will result in an un- excused absence and will be considered a skip. To sign out the student must have parental permission, either written or via telephone. This permission must be given to authorized office personnel and a sign out form must be completed. Tardiness to class (unexcused) Tardiness to class exceeding 15 minutes will be considered an absence. Suspensions A student who is suspended from classes for disciplinary reasons for any number of days will have that number of days charged to his/her total of ten absences. However, if a suspension causes the student to go over his/her ten day limit, s/he ma be given an extension by the building ad- ministrator depending upon circumstances surrounding the suspension. Any student who has already been granted Ws due to an attendance decision and then proceeds to drop from NWHS enrollment completely will automatically have those Ws changed to Es. Any student who has received an eleven-day decision sheet, but does not follow through with its return and simply stops coming to NWHS will be automatically given Es in all classes. Any student who stops attendance by NWHS for any reason and does not immediately re-enroll in another school sys- tem and who has not exceeded the ten day attendance policy will automatically receive Ws in those classes s/he was passing at the time of leaving and Es in any classes s/he was failing at the time of leaving. APPENDIX B NORTHWEST HIGH SCHOOL YEARLY AVERAGE ATTENDANCE RATE 138 8:8 8:8 8:8 8:01 mcvxcmz mcwxgmz mcwxcmz mcwxcmz cpczou vcpgp ummwmm gmcmu \\ / womm &mm mmnmnmp .&m.mw &om 000000 mNIwNmP anQoFm Kurm §Nm I|.. 8-22 31.8 N8 1: 8.82 $.21 81 .k « anpwmp .&m.vm “MN ill Nmm mmmcm>< xFme> mama mucmncmuu< mp< >4m gooxom :wH: hmmzzhmoz APPENDIX C ATTENDANCE AND ACHIEVEMENT DATA BY GRADUATING CLASS Females: 140 Mean GPA: 2.919 Mean AR: 92.2% Zip Code: 49201 # Students: # Females: # Males: Zip_Code: 49202 # Students: # Females: # Males: Zip Code: 49272 # Students: # Females: # Males: Zip Code: 49277 # Students: # Females: # Males: Zip Code: 49251 # Students: # Females: # Males: Zip Code: 49269 # Students: # Females: '# Males: 170 78 92 36 20 16 21 12 51 27 24 O 139 Table C.l CLASS OF 1976 Males: 148 Mean GPA: 2.573 Mean AR: 93.3% Mean GPA: 2.759 Mean GPA: 2.968 Mean GPA: 2.581 Mean GPA: 2.677 Mean GPA: 2.859 Mean GPA: 2.450 Mean GPA: 2.762 Mean GPA: 2.736 Mean GPA: 2.798 Hean GPA: 2.732 Mean GPA: 2.886 Mean GPA: 2.559 Mean GPA: 2.500 Mean GPA: 0.000 Mean GPA: 2.500 Mean GPA: 3.030 Mean GPA: 0 000 Mean GPA: 3.030 Total: Mean GPA: Mean AR: Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: 288 2.937 92. 93. 93. 93. 92. 91. 92. 90. 88. 93. 92. .7% 93. 91 92. 00. 92. 98. 00. 98. 7% 1% 0% 3% 1% 70 c/ IO 7% 5% 6°{ 8*" '0 0“ I \‘ 0! 0% 0% .' O O O! o f I n1 0 CI . L) Zip Code: 49259 # Students: 5 # Females: # Males: 2 (A) Zip Code: 49284 # Students: 1 # Females: # Males: l O Females: 127 Mean GPA: 2.919 Mean AR: 92.6% Zip Code: 49201 # Students: 151 # Females: 81 # Males: 76 Zip Code: 49202 # Students: 36 # Females: 18 # Males: 18 Zip Code: 49272 # Students: 23 # Females: 8 # Males: 15 140 Mean GPA: 2.767 Mean GPA: 3.091 Mean GPA: 2.279 Mean GPA: 2.492 Mean GPA: 0.000 Mean GPA: 2.492 Table C.2 CLASS OF 1977 Males: 140 Mean GPA: 2.490 Mean AR: 92.7% Mean GPA: 2.790 Mean GPA: 2.987 Mean GPA: 2.580 Mean GPA: 2.495 Mean GPA: 2.806 Mean GPA: 2.184 Mean GPA: 2.500 Mean GPA: 2.686 Mean GPA: 2.400 Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: Total: Mean GPA: Mean AR: Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: AR: AR: AR: 92. 93. 90. 95. 00. 95. 267 2% 7% o/ I0 4% 0% 4% 2.693 92. 92. 92. 93. 92. 92. 93. 91 91 7% I.) 9% 6% 1% 8% 6% 0% .0% .2% 90. 9 0/ IO Zip Code: # Students: # Females: Zip Code: \J # Students: # Females: (JO Zip Code: U‘l # Students: # Females: 00 Zip Code: # Students: # Females Mean GPA: Zip Code: # Students: # Females: 141 Mean GPA: 2.695 Mean GPA: 2.995 Mean GPA: 2.540 Mean GPA: 2.138 Mean GPA: 2.183 Mean GPA: 2.104 Mean GPA: 2.557 Mean GPA: 2.521 Mean GPA: 2.611 Mean GPA: 3.636 Mean GPA: 3.636 Mean GPA: 0.000 Table C.3 CLASS OF 1978 Males: 112 Mean GPA: 2.640 Mean AR: 92.9% Mean GPA: 2.827 Mean GPA: 2.997 Mean GPA: 2.651 Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: Total: Mean GPA: Mean AR: Mean AR: Mean AR: Mean AR: 93. 93. 93. 91 90. .6% 89. 91 93. 93. 00. 233 5% 7% 4% .5% 93. 90. 5% OI /o 6% IO 1% 9% OI I0 0% '9 2.787 92. 92. 92. 93. 4% 6% 0% 2% Zip Code: 49202 # Students: # Females: # Males: Zip Code: 49272 # Students: # Females: # Males: Zip Code: 49277 # Students: # Females: # Males: Zip Code: 49251 # Students: # Females: # Males: Zip Code: 49259 # Students: # Females: # Males: Zip Code: 49269 # Students: # Females: # Males: 30 20 10 24 11 13 29 14 15 —I Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean 142 GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: 2.809 2.892 2.643 2.666 2.838 2.522 TQNN .607 .841 .389 .878 .000 1.878 2.725 3.016 .142 3.617 3.617 0.000 Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: 92. 92. 93. 91 92. 92. .7% 91 90. 00. 90. 93. 92. 97. 92. 92. 00. 8% 5% 0/ IO .1% 89. 92. 8% OI lo 2% 7% 6% 0% 0,] I0 8% 1% 2% 0/ lo 2% 0% Females: 115 Mean GPA: 2.806 Mean AR: 92.2% Zip Code: 49201 # Students: # Females: # Males: Zip Code: 49202 # Students: # Females: # Males: Zip Code: 49272 # Students: # Females: # Males: Zip Code: 49277 # Students: # Females: # Males: Zip Code: 49251 # Students: # Females: # Males: Zip Code: 49264 # Students: # Females: # Males 141 65 76 33 13 20 27 14 13 37 15 22 0000 143 Table C.4 CLASS OF 1979 Males: 138 Mean GPA: 2.539 Mean AR: 94.1% Mean GPA: 2.736 Mean GPA: 2.821 Mean GPA: 2.662 Mean GPA: 2.480 Mean GPA: 2.846 Mean GPA: 2.243 Mean GPA: 2.729 Mean GPA: 3.072 Mean GPA: 2.335 Mean GPA: 2.576 Mean GPA: 2.587 Mean GPA: 2.568 Mean GPA: 2.362 Mean GPA: 2.424 Mean GPA: 2.176 Mean GPA: 2.651 Mean GPA: 2.651 Mean GPA: 0.000 Total: Mean GPA: Mean AR: Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: 253 2.607 93.2% 93.6% 92.3% 94.7% 93. % 92.9% 93.7% 93.1% 92.9% 93.2% 92.9% 92.3% 93.3% 85.9% 85.2% 87. % 90.2% 90.2% 00. % Zip Code: 49269 # Students: 4 # Females: 2 # Males: 2 Zip Code: 49259 # Students: 3 # Females: O # Males: 3 Females: 116 Mean GPA: 2.836 Mean AR: 93.6% Zip Code: 49201 # Students: 130 # Females: 62 # Males: 68 Zip Code: 49202 # Students: 29 # Females: 13 # Males: 16 Zip Code: 49272 # Students: 32 # Females: 16 # Males: 16 144 Mean GPA: 2.862 Mean GPA: 2.470 Mean GPA: 3.254 Mean GPA: 2.558 Mean GPA: 0.000 Mean GPA: 2.558 Table C.5 CLASS OF 1980 Males: 122 Mean GPA: 2.584 Mean AR: 94.7% Mean GPA: 2.734 Mean GPA: 2.866 Mean GPA: 2.613 Mean GPA: 2.571 Mean GPA: 2.724 Mean GPA: 2.446 Mean GPA: 2.556 Mean GPA: 2.601 Mean GPA: 2.511 Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: Total: Mean GPA: Mean AR: Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: AR: AR: AR: 92.9% 91.4% 94.4% 92.0% 00.0% 92.0% 238 2.707 94.2% 94.4% 93.6% 95.1% 95.2% 94.1% 96.1% 91.4% 90. % 91.9% Zip Code: 49277 # Students: # Females: # Males: Zip Code: 49269 # Students: # Females: # Males: Zip Code: 49251 # Students: # Females: # Males: Zip Code: 49264 # Students: # Females: # Males: Zip Code: 49259 # Students: # Females: # Males: Females: 155 Mean GPA: 2.765 Mean AR: 94.5% Zip Code: 49201 # Students: # Females: # Males: 41 19 22 159 95 64 145 Mean GPA: 2.820 Mean GPA: 3.017 Mean GPA: 2.650 Mean GPA: 2.551 Mean GPA: 2.551 Mean GPA: 0.000 Mean GPA: 3.216 Mean GPA: 3.216 Mean GPA: 0.000 Mean GPA: 3.228 Mean GPA: 3.228 Mean GPA: 0.000 Mean GPA: 2.189 Mean GPA: 2.189 Mean GPA: 0.000 Table 0.6 CLASS OF 1981 Males: 103 Mean GPA: 2.670 Mean AR: 2.670 Mean GPA: 2.705 Mean GPA: 2.742 Mean GPA: 2.651 Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: Total: Mean GPA: Mean AR: Mean AR: Mean AR: Mean AR: 94. 94. 94. 95. 95. 00. 95. 95. 00. 95. 95. 00. 91 91 258 8% 9% G! /O 9% 9% 0% 9% 9% 0% 4% .4% .4% 00. 07 IO 2.500 94. 94. 94. 95. 5 O/ I.) ol 9% 5” l0 0 ("I' .0 Zip Code: 49202 # Students: # Females: # Males: Zip Code: 49272 # Students: # Females: # Males: Zip Code: 49277 # Students: # Females: # Males: Zip Code: 49259 # Students: # Females: # Males: Zip Code: 49251 # Students: # Females: # Males: Zip Code: 49269 # Students: # Females: # Males: Zip Code: 49264 # Students: # Females: # Males: 28 13 15 26 19 36 23 13 dd Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean 146 GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: 2.418 2.609 2.254 2.705 2.968 .990 2.679 2.759 .537 2.544 2.921 2.167 2.442 2.371 2.514 3.588 3.588 0.000 .103 3.103 0.000 Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: 94. 95. 93. 93. 94. 92. 94. 94. 93. 94. 95. 94. 93. 92. 94. 97. 97. 00. 94. 94. 00. % 2% 6% 8% 1% of Io 0% 1% 9% 8% 0% 5% 3% 2% 4% 6% 6% 0% 3% 3% 0% Zip Code: 49284 # Students: # Females: # Males: Females: 131 Mean GPA: 2.984 Mean AR: 94.0% Zip Code: 49201 # Students: # Females: # Males: Zip Code: 49202 # Students: # Females: # Males: Zip Code: 49272 # Students: # Females: # Males: Zip Code: 49277 # Students: # Females: # Males: l 144 77 67 26 12 14 25 17 23 15 147 Mean GPA: 2.608 Mean GPA: 0.000 Mean GPA: 2.608 Table C.7 CLASS OF 1982 Males: 109 Mean GPA: 2.542 Mean AR: 94.9% Mean GPA: 2.812 Mean GPA: 3.043 Mean GPA: 2.548 Mean GPA: 2.693 Mean GPA: 2.740 Mean GPA: 2.659 Mean GPA: 2.750 Mean GPA: 2.955 Mean GPA: 2.313 Mean GPA: 2.838 Mean GPA: 2.915 Mean GPA: 2.645 Mean Mean Mean AR: AR: AR: Total: Mean GPA: Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR; AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: 96. 00. 96. 240 9% 0% 9% 2.787 94. 94. 94. 95. 94. 92. 95. 93. 94. 92. 94. 94. 94. 4% 7% 2% 3% 2% 8% 5% 6% 0% 6% 0/ IO 1% 2% Zip Code: 49259 # Students: # Females: # Males: Zip Code: 49269 # Students: # Females: # Males: Zip Code: 49251 # Students: # Females: # Males: Zip Code: 49264 # Students: # Females: # Males: O Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean 148 GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: GPA: .314 0.000 .314 .098 0.000 .098 3.243 .243 .000 .128 0.000 .128 Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean Mean AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: AR: 96. 00. 96. 92. 00. 92. 95. 95. 00. 93. 00. 93. 2% 0% 2% 0% 0% 0% 5% 5% 0% 0/ I0 0% .‘0 2°" [/0 APPENDIX D ATTENDANCE AND ACHIEVEMENT DATA BY ZIP CODE 149 Table 0.1 JACKSON 49201 Mean Atten- Class of 1976 Mean GPA dance Rate 170 students 2.759 93.1% 78 females 2.968 93.0% 92 males 2.581 93.3% Class of 1977 157 students 2.790 92.9% 81 females 2.987 92.6% 76 males 2.580 93. % Class of 1978 144 students 2.827 92.6% 73 females 2.997 92.0% 71 males 2.651 93.2% Class of 1979 141 students 2.827 92.6% 65 females 2.821 92. % 76 males 2.662 94.7% Class of 1980 130 students 2.736 94.4% 62 females 2.866 93.6% 68 males 2.613 95. % Class of 1981 159 students 2.705 94.9% 95 females 2.742 94.5% 64 males 2.651 95.0% Class of 1982 144 students 2.812 94.7% 77 females 3.043 94.2% 67 males 2.548 95.3% 150 Table 0.2 JACKSON 49202 Mean Atten- Class of 1976 Mean GPA dance Rate 36 students 2.677 92.1% 20 females 2.859 91.6% 16 males 2.450 92.7% Class of 1977 36 students 2.495 92.8% 18 females 2.086 92.6% 18 males 2.184 93.0% Class of 1978 30 students 2.8-9 92.8% 20 females 2.892 92.5% 10 males 2.643 93.5% Class of 1979 33 students 2.480 93.4% 13 females 2.846 92.9% 20 males 2.243 93. % Class of 1980 29 students 2.571 95.2% 13 females 2.724 94.1% 16 males 2.446 96.1% Class of 1981 28 students 2.418 94.4% 13 females 2.609 95.2% 15 males 2.254 93.6% Class of 1982 26 students 2.693 94.2% 12 females 2.740 92.8% 14 males 2.659 95.5% 151 Table 0.3 PLEASANT LAKE 49272 Mean Atten- Class of 1976 Mean GPA dance Rate 21 students 2.762 90.5% 12 females 2.736 88.6% 9 males 2.798 39.0% Class of 1977 23 students 2.500 91.0% 8 females 2.686 91.2% 15 males 2.400 90.9% Class of 1978 24 students 2.666 91.1% 11 females 2.838 89.8% 13 males 2.522 92.2% Class of 1979 27 students 2.729 93.1% 14 females 3.072 92.9% 13 males 2.335 93.2% Class of 1980 32 students 2.556 91.4% 16 females 2.601 90.9% 16 males 2.511 91.9% Class of 1981 26 students 2.705 93.8% 19 females 2.968 94.1% 7 males 1.990 92.9% Class of 1982 25 students 2.750 93.6% 17 females 2.955 94.0% 8 males 2.313 92.6% 152 Table 0.4 RIVES JUNCTION 49277 Mean Atten- Class of 1976 Mean GPA dance Rate 51 students 2.732 92.8% 27 females 2.886 91.7% 24 males 2.559 93.9% Class of 1977 38 students 2.695 93.5% 13 females 2.995 93.7% 25 males 2.540 93.4% Class of 1978 29 students 2.607 92.2% 14 females 2.841 92.7% 15 males 2.389 91.7% Class of 1979 37 students ‘ 2.576 92.9% 15 females 2.587 92.3% 22 males 2.568 93.3% Class of 1980 41 students 2.820 94.8% 19 females 3.017 94.9% 22 males 2.650 94.8% Class of 1981 36 students 2.679 94.0% 23 females 2.759 94.1% 13 males 2.537 93. % Class of 1982 38 students 2.838 94.1% 23 females 2.915 94.1% 15 males 2.645 94.2% 153 Table 0.5 LESLIE 49251 Mean Atten- Class of 1976 Mean GPA dance Rate 3 students 2.500 92.0% 0 females 0.000 00.0% 3 males 2.500 92.0% Class of 1977 5 students 2.557 90.6% 3 females 2.521 91.6% 2 males 2.611 89.1% Class of 1978 2 students 1.878 90.6% 0 females 0.000 00.0% 2 males 1.878 90.6% Class of 1979 4 students 2.362 86.5% 3 females 2.424 85.2% 1 male 2.176 87.9% Class of 1980 2 students 3.216 95.9% 2 females 3.216 95.9% 0 males 0.000 00.0% Class of 1981 4 students 2.442 93.3% 2 females 2.371 92.2% 2 males 2.514 94.4% Class of 1982 2 students 3.243 95.5% 2 females 3.243 95.5% 0 males 0.000 00.0% 154 Table 0.6 MUNITH 49259 Mean Atten- Class of 1976 Mean GPA dance Rate 5 students 2.767 92.2% 3 females 3.091 93.7% 2 males 2.279 90.1% Class of 1977 7 students 2.138 91.5% 3 females 2.183 93.5% 4 males 2.104 90.0% Class of 1978 3 students 2.725 93.8% 2 females 3.016 ' 92.1% 1 male 2.142 97.2% Class of 1979 3 students 2.558 92. % 0 females 0.000 00. % 3 males 2.558 92.0% Class of 1980 1 student 2.189 91.4% 1 female 2.189 91. % 0 males 0.000 00. % Class of 1981 2 students 2.544 94.8% 1 female 2.921 95.0% 1 male 2.167 94.5% Class of 1982 2 students 2.314 96.2% 0 females 0.000 00.0% 2 males 2.314 96.2% 155 Table 0.7 ONONOAGA 49264 Mean Atten- Class of 1976 Mean GPA dance Rate 0 students 0.000 00.0% 0 females 0.000 00.0% 0 males 0.000 00.0% Class of 1977 0 students 0.000 00.0% 0 females 0.000 00.0% 0 males 0.000 00.0% Class of 1978 0 students 0.000 00.0% 0 females 0.000 00.0% 0 males 0.000 00.0% Class of 1979 3 students 2.651 90.2% 3 females 2.651 90.2% 0 males 0.000 00. % Class of 1980 1 student 3.228 95.4% 1 female 3.228 95. % 0 males 0.000 00.0% Class of 1981 1 student 3.103 94. % 1 female 3.103 94.3% 0 males 0.000 00.0% Class of 1982 1 student 2.128 93. % 0 females 0.000 00. % 1 male 2.128 93. % 156 Table 0.8 PARMA 49269 Mean Atten- Class of 1976 Mean GPA dance Rate 1 student 3.030 98.0% 0 females 0.000 00.0% 1 male 3.030 98.0% Class of 1977 1 student 3.636 93.9% 1 female 3.636 93.9% 0 males 0.000 00. % Class of 1978 1 student 3.617 92.2% 1 female 3.617 92.2% 0 males 0.000 00. % Class of 1979 4 students 2.862 92.9% 2 females 2.470 91.4% 2 males 3.254 94.4% Class of 1980 2 students 2.551 95.9% 2 females 2.551 95.9% 0 males 0.000 00.0% Class of 1981 1 student 3.588 97.6% 1 female 3.588 97.6% 0 males 0.000 00.0% Class of 1982 2 students 2.098 92.0% 0 females 0.000 00.0% 2 males 2.098 92.0% 157 Table 0.9 SPRINGPORT 49284 Mean Atten- Class of 1976 Mean GPA dance Rate 1 student 2.492 95.4% 0 females 0.000 00.0% 1 male 2.492 95.4% Class of 1977 0 students 0.000 00.0% 0 females 0.000 00.0% 0 males 0.000 00.0% Class of 1978 0 students 0.000 00.0% 0 females 0.000 00.0% 0 males 0.000 00.0% Class of 1979 0 students 0.000 00.0% 0 females 0.000 00.0% 0 males 0.000 00.0% Class of 1980 0 students 0.000 00.0% 0 females 0.000 00.0% 0 males 0.000 00.0% Class of 1981 1 student 2.608 96.9% 0 females 0.000 00.0% 1 male 2.608 96.9% Class of 1982 0 students 0.000 00.0% 0 females 0.000 00.0% 0 males 0.000 00.0% APPENDIX E SUMMARY DATA BY ZIP CODE 1976-1982 Aggregate Females Males 1979-1982 Aggregate Females Males 1976-1982 Aggregate Females Males 1979-1982 Aggregate Females Males 1976-1982 Aggregate Females Males 1979-1982 Aggregate Females Males 158 Table E.l JACKSON 49201 Mean GPA 1.9% increase 1.9% increase 1.3% decrease 2.7% increase 7.3% increase 4.3% decrease Table E.2 JACKSON 49202 . % increase 4.2% decrease 7.9% increase 7.9% increase 3.7% increase 15.4% increase Table E.3 PLEASANT LAKE 49272 .4% decrease 7.4% increase 7.3% decrease .8% increase 3.8% decrease .9% decrease Mean Atten- dance Rate 23.2% increase 17.2% increase 29.9% increase 17.2% increase 24.7% increase 11.3% increase 16.6% increase 14.3% increase 38.4% increase 12.1% increase 1.4% decrease 28.6% increase 32.6% increase 47.4% increase 5. % decrease 7.2% increase 15.5% increase 8.0% decrease 1976-1982 Aggregate Females Males 1979-1982 Aggregate Females Males 1976-1982 Aggregate Females Males 1979-1982 Aggregate Females Males 1976-1982 Aggregate Females Males 1979-1982 Aggregate Females Males RIVES 159 Table E.4 Mean GPA 3.7% increase 1.9% increase 3.3% increase 9.2% increase 11.3% increase 2.9% increase Table E.5 LESLIE 49251 22.9% increase 11.1% increase 16% increase 17.2% increase 25.3% increase 13.5% increase Table E.6 MUNITH 49259 26.4% decrease 5.5% decrease 1.5% increase 9.5% decrease 0.0% 9.5% decrease JUNCTION 49277 Mean Atten- dance Rate 18. 38. 4. 16. 23. 13. 43. 56. 70. 68. 69. 53. 51 61 52. 00. 52. 1% 9% 9% 9% 4% 4% 7% 4% 0% 1% 6% 8% .3% 20. 6% .6% 5% 0% 5% increase increase increase increase increase increase increase increase increase increase increase increase increase increase increase increase increase 1976-1982 Aggregate Females Males 1979-1982 Aggregate Females Males 1976-1982 Aggregate Females Males 1979-1982 Aggregate Females Males 1976-1981 Aggregate Females Males 160 Tab1e E.7 ONONOAGA 49264 Mean GPA 00.0% 00.0% 00.0% 19.7% increase 13.6% increase 00.0% Table E.8 PARMA 49269 30.8% decrease 1.3% decrease 30.8% decrease 26.7% decrease 31.2% increase 55.5% decrease Tab1e E.9 SPRINGPORT 49284 4.5% increase 00.0% 4.5% increase Mean Atten- dance Rate 00.0% 00.0% 00.0% 30.6% increase 41.8% increase 00.0% 75.0% decrease 60.7% decrease 75.0% decrease ll. % decrease 72.1% increase 30.0% decrease 30.6% increase 00.0% 30. 6% increase BIBLIOGRAPHY BIBLIOGRAPHY Adwere-Boamah, Joseph. 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