Poor Attendance in Saskatchewan Schools
What is poor attendance? Why is it a policy concern?
Poor school attendance is a policy concern because it a red flag for serious problems in families and communities. It is also a predictor of poor educational outcomes and less opportunity for the next generation of students to improve their lives.
This policy blueprint will outline a multi-sectoral strategy to support school-age children and their parents so that absenteeism is no longer a problem. This strategy will require broad-based consultation and consensus-building on goals and appropriate actions, agreement to measure and share information on youth risk factors, and reporting back to schools and families on changes in outcome measures. With
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No one Ministry or sector has the scope or expertise to address all of these enablers. However, when Ministries and partners work together to contribute to all of these enabling conditions, a coherent strategy can emerge. Motivated by clear goals, parents, families, communities, community-based organizations and public institutions are better able to commit to specific actions, and willing to measure progress toward the goals.
Elaborate on barriers and enablers, survey of research
Background
Saskatchewan has collected student attendance data from school divisions since 2013. Data shows that the majority of Saskatchewan children attend school more than 80% of the time. Student absenteeism tends to be more of a problem in grades 10 and up.
The difference between First Nations and Metis students (in the provincial school system) and non-First Nations and Metis students is pronounced. 70% of non-FNMI students attended school regularly in grade 12, compared to only 42% of FNMI students. This correlates with lower high school completion rates by FNMI students.
In other jurisdictions such as United States, Australia and New Zealand, school attendance has been tracked for a much longer period of time, with particular attention to variance in attendance of disadvantaged groups.
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Historical factors
Policy
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From research on risk factors, it is easy to see why problematic school attendance is not a problem that can be tackled by the school system alone. Factors that have a statistical correlation with low school attendance include family income, parenting practices, family and community assets. Many of these factors are the same ones tracked by Ministries working for prevention of crime, sickness or self-harm.
Research shows that although school attendance tends to fall off at times of school transition (especially transition to high school), the factors that predict lack of school engagement start much earlier. Research also shows that program starting with young children are more likely to get a positive response from families and the children themselves.
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I agree with Garland I feel that attendance shouldn’t be mandatory because that’s just forcing those who don’t want to learn go to school. Those who are always getting into fights and causing problems shouldn’t be able to attend school. I like how Garland talks about why mandatory attendance is just based upon the idea that every American has the right to basic education. “But as the old saying goes, your rights stop where the next guy’s begin” (620). Garland explains how every student who wants an education regardless of their inabilities should find a way to receive an education. On the other hand, I remember when I used to go to high school and I witnessed how my friends thought attendance was a big joke. My classmates would always show up late or not even bother to show up. Participation points weren’t a big deal in Hope Academy since all of our classes were online. It didn’t take long before the school started to enforce strict rules. If one doesn’t want to attend school, shouldn’t show up. I feel that mandatory attendance is outrageous. One who wants to learn will find a way to receive an education. Mandatory attendance just gives the trouble-makers an opportunity to waste everyone’s time for those who really want to learn. To sum up, mandatory attendance shouldn’t be allowed. Schools are learning centers that provide students education they aren’t centers of entertainments. Garland also talks about school cafeterias and how they serve unhealthy
It is well known that aboriginal youth located on and off reserve are more likely to drop out of school then non aboriginals and this happens for different reasons starting from health issues to poverty. “According to Labor Force Survey data, for 2007/2010, the dropout rate among First Natio...
Students are deprived from there leaning do to the tardy policy. A policy that is unfair this tardy policy makes students serve a 30 min detention if there even a second late to class and after multiple absences or tardies you can face legal consequences. There's many reasons why students may be late for example students need to take the city buss, bikes ,cars to school but there's always traffic so sometimes it's not the students fault , students shouldn't be given a 30 minute detention for being a couple of minutes late.
Indigenous students in schools have made it clear as to what they want and need from the education system. Knowledge of Indigenous humanity and diversity, the history of colonialism, local history and contemporary culture, indigenous knowledge, languages and worldviews are topic in which they want to become evident in school system that are able to help with their health and wellness. There has been and there are continuing attempts to reform First Nations education funding. Aboriginal children and adults continue to face these unsuccessful attempts which continue to horrify Canadians.
children ages five to twelve did not receive school this year, because in many cases, some either
For First Nations youngsters, relevant education should include education about their heritage. Where Aboriginal children are in school with other Canadians, this part of the curriculum needs to be shared generally, as self-esteem grows when an appreciation of one’s background is shared by others.
In the twentieth century, the sizes of schools grew in size and ideology. Schools developed legislation to bring in students that were truant. By the 1920’s and 1930’s increasing numbers of states were requiring students to attend high school and by the 1950s secondary-school attendance had become so customary that students that did not attend schools were routinely seen as “dropouts” (Tyack, 1974). It
Truancy is one of the top issues that we face at Nebraska City High School. The current policy is that a student should not have any more than eight unexcused absences for each semester, or twenty total for the year. Based on reports gathered from Mrs. Russel eighteen students grades 9 through 12th have already violated the school’s truancy policy. In the first semester of school this year 63 students missed more than the eight days mark. As we find ourselves almost half way through second semester, a total of 22 students are again over eight days. If students fail to show up to school grades will suffer and they will fail to graduate. Starting off in the world without a high school diploma will hurt opportunities to find a stable well paying job.
Residential schools were created to teach the First Nation’s Children about European and Christian beliefs so that they could find a useful place in Canadian society. In over 100 years that the schools ran, approximately 150,000 students were enrolled from the age of 5 till they were teenagers. Most of the children were taken away from their parents between the ages of 5-6. The main reason for these institutions was to put a huge amount of stress over the fact that the Indian children did not know anything according to the Europeans. So that they could live and lead good lives in the new country called Canada. These assumptions and mistreatments with the First Nation children caused them to lose their native tongue, develop disorders and then self-medicate themselves for those conditions.
Frequently however, issues arise amongst a community that need attention. In this essay I will outline and discuss some of these issues and the interventions, projects or programmes designed and used to tackle and combat them. The three models of intervention or, ‘Community Development’, I will discuss in this essay, "Social Planning", "Community Development", and "Social/Community Action", all have the same aim regardless of how it is accomplished and this is to improve and maintain the conditions which affect the lives of the community.
Korea started its inhabitance around 700,000 years ago. From its roots, Korean culture took its form from contributing political decisions, a booming economy, and the military conflicts that not only affected Korea, but also the rest of the world. Even with all the external influences that South Korea has fought off, they still stand true to their Confucian ideals.
School districts across the province have signed Enhancement Agreements with the British Columbia Ministry of Education and the First Nations Education Council in the hopes of reaching parity between Aboriginal and non-Aboriginal students (British Columbia Ministry of Education, 2010). The necessity of these agreements has come from the long standing lower achievement results of Aboriginal students on provincial standardized tests (such as Foundation Skills Assessments and Provincial Examinations) which students complete annually (British Columbia Ministry of Education, 2010). Literature suggests many factors such as school, student, and family influence the academic success of Aboriginal students (Clarke, 1994). One such factor is a school principal’s leadership.
Aspects surrounding the school environment as a contributor are association with delinquent peers, extremely low commitment to school, academic failure, lack of discipline, and the lack of the enforcement of school policies.
Mandatory attendance policy does not really enhance students' school performance as it's usually expected. Some teachers and schools believe students would study better if they come to class regularly. They argue that all lessons in text books should be explained, discussions should be held with full class. If students do not come to class, they would study nothing or make no progress. Some even think of students as lazy creatures who play truant to do everything they like but homework or assigned reading, so they take roll-call to ensure that all students come to class and work with them. What i can say is that attending class regularly does not mean you will have better understanding or performance. Some students sometimes miss class but they still study well. That's because there are some lessons they can study by themselves at home without spending too much time as those who study in class. On the other hand, so...
Both tardiness and absenteeism can be influenced by a lack of support from the community, family support, transportation problems, poor health, etc. (Teasley, 2004). Other possible reasons that may influence students to be absent are those that come from the school environment. Lacking support from teachers, feeling unsafe because of bullying or other factors, difficulty with content, etc., are some examples. Ken Reid’s article “The causes, views and traits of school absenteeism and truancy” explains that secondary school student’s reasons for being absent are school-related (Reid, 2005). Because of this research, secondary school teachers are in the position to question, ask then fix the problems in the classroom that are causing a student or students to be frequently absent especially when students may feel like these things are out of their control causing them to feel like they are caught in a cycle where there is no way to salvage their