Table of Contents

• Table of Contents
• Foreword
• Elaine Allensworth and Robert Balfanz
• Introduction
• Michael A. Gottfried and Ethan L. Hutt
• PART I
• Measuring Absenteeism
• 1. Roll Call
• Describing Chronically Absent Students, the Schools They Attend, and Implications for Accountability
• Heather Hough
• 2.Variation in Chronic Absenteeism
• The Role of Children, Classrooms, and Schools
• Kevin A. Gee
• 3.Attending to Attendance
• Why Data Quality and Modeling Assumptions Matter When Using Attendance as an Outcome
• Shaun M. Dougherty and Joshua Childs
• 4.The Distributional Impacts of Student Absences on Academic Achievement
• Seth Gershenson, Jessica Rae McBean, and Long Tran
• PART II
• Policies, Programs, and Practices
• 5. Reinforcing Student Attendance
• Shifting Mind-Sets and Implementing Data-Driven Improvement Strategies During School Transitions
• Stacy B. Ehrlich and David W. Johnson
• 6.Schools as Sanctuaries?
• Examining the Relationship Between Immigration Enforcement and Absenteeism Rates for Immigrant-Origin Children
• Carolyn Sattin-Bajaj and Jacob Kirksey
• 7.Can School Buses Drive Down (Chronic) Absenteeism?
• Sarah A. Cordes, Michele Leardo, Christopher Rick, and Amy Ellen Schwartz
• 8.The Ills of Absenteeism
• Can School-Based Health Centers Provide the Cure?
• Jennifer Graves, Sarit Weisburd, and Christopher Salem
• 9.Tackling Truancy
• Findings from a State-Level Policy Banning Suspensions for Truancy
• Kaitlin Anderson, Anna J. Egalite, and Jonathan N. Mills
• PART III
• Interventions
• 10.Ready . . . Set . . . Text!
• Reducing School Absenteeism Through Parent-School Two-Way Text Messaging
• Ken Smythe-Leistico and Lindsay C. Page
• 11.Keeping Families Front and Center
• Leveraging Our Best Ally for Ninth-Grade Attendance
• Martha Abele Mac Iver and Steven B. Sheldon
• 12. Intervention Design Choices and Evaluation Lessons from Multisite Field Trials on Reducing Absenteeism
• Rekha Balu
• 13. Conclusion
• Ethan L. Hutt and Michael A. Gottfried
• Afterword
• Todd Rogers and Johannes Demarzi
• Notes
• Acknowledgments
• About the Editors
• About the Contributors
• Index

About the Author

Michael Gottfried is an associate professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Ethan L. Hutt is an assistant professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park.