Absent from School

Absent from School Understanding and Addressing Student Absenteeism

Edited by Michael A. Gottfried and Ethan L. Hutt
paper, 288 Pages
Pub. Date: February 2019
ISBN-13: 978-1-68253-277-5
Price: $36.00

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Pub. Date: February 2019
ISBN-13: 978-1-68253-279-9

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In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance.


Absent from School provides the most comprehensive analysis to date of a critical factor influencing student success: absenteeism. The multidisciplinary team of scholars provide an in-depth analysis of the many facets of this issue, from the complexity of measuring absenteeism to the role that students, families, and schools play in contributing to and addressing the problem. — Russell W. Rumberger, author of Dropping Out: Why Students Drop Out of High School and What Can Be Done About It

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About the Editors

Michael A. Gottfried is an associate professor in the Gevirtz Graduate School of Education at University of California, Santa Barbara. He received his PhD and MA in applied economics from the University of Pennsylvania and his BA in economics from Stanford University. Gottfried has conducted numerous research studies in the area of school absenteeism, ranging from estimating the effects of absences on achievement and socioemotional development to identifying school factors and programs that can reduce chronic absenteeism, and has lectured domestically and internationally on the subject.

Ethan L. Hutt is an assistant professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park. He received his MA in history and PhD in the history of education from Stanford University. His research focuses on the historical relationship between quantification, education policy, and the law. In particular, he looks at the numbers and metrics that are used to describe, define, and regulate American school systems and has explored such topics as the history of the GED, grading practices, standardized test use, value-added measures, and longitudinal datasets.

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