Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Marty A. Bullis, Ph.D.

Second Advisor

Jerry McGuire, Ph.D.

Third Advisor

Mark E. Jimenez, Ed.D.


This study was conducted at a single-school, rural, K–12, Oregon school district with an enrollment of approximately 240. An action research methodology investigated the attitudes and perceptions of chronically absent students and their parents concerning factors that influenced attendance and absence. A sample of 20 students and 20 parents represented 80% of the eligible population and 9 of the 13 grades. Data was gathered using semi-structured interviews, which were conducted before and after the first trimester of the 2015–2016 school year. Interventions during the trimester included daily attendance monitoring, parent contact for absences, check-ins, student self-tracking of attendance, and incentives. Eighty percent of participants improved attendance compared to the prior year, and 75% were not chronically absent. Ten individuals met the trimester attendance goal, and 6 had perfect attendance. The strongest factors influencing attendance were peer relationships, academic or intellectual interests, and staff relationships. The strongest factors influencing absence were medical issues, family decisions, and anxiety. A framework for attendance interventions is presented as are implications for staffing and framing conversations with students and parents. The study was unique because it investigated a consistent intervention strategy across all grades in a K–12 setting. The research may inform future investigations because of the comprehensive data and the potential transferability of the methods.

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