Date of Award
8-2015
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Julie Coopet
Department/School
Education, Curriculum and Instruction
Abstract
This action research project investigated the effectiveness of standards-based grading and additional student contact time with chronically absent students in Family and Consumer Science (FACS) classes. The study included 160 ninth- through twelfth-grade students in various FACS classes. Data was collected from pre- and post-intervention self-assessments to gain an understanding of students’ feelings about coming to school and FACS class. Grades and attendance were documented at the beginning, middle, and end of the study. Anecdotal data was gathered from conversations with students during an optional homework club. Standards-based grading and building relationships helped 50 percent of the students improve their grades and attendance. Moving forward, the teachers in this study will continue to use some standards-based grading methods and focus on relationship-building practices.
Keywords: absenteeism, standards-based grading, relationships, attendance
Recommended Citation
Romaine, Patricia M. and Sinkler, Heather M.. (2015). Absenteeism, Building Relationships, and Standards-Based Grading. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/123