Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Julie Coopet


Education, Curriculum and Instruction


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

Included in

Education Commons