[Title: The Correlation Between Attendance Patterns And Math Scores of 10th grade High School Students In New York. ]

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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TABLE OF CONTENT

CHAPTER 1: INTRODUCTION5

General Overview of problem5

Statement Of The Purpose7

Hypotheses8

Definitions11

Formative Assessment12

Attendance14

CHAPTER II: REVIEW OF THE LITERATURE19

Overview of the Study19

Theoretical Background20

Historical Background22

Project Specific Information23

Related Research25

Empirical Background36

Summary36

CHAPTER III: METHODOLOGY39

Design Of The Study39

Reliability40

Validity40

Correlation41

How is the Correlation Coefficient Calculated?41

What Does The Correlation Coefficient Value Tell Us?42

How is the Significance Of The Correlation Coefficient Measured?43

Which Graphical Method Is Suitable For Bivariate Data?44

FIGURE 1SCATTER DIAGRAMS OF DIFFERENT LEVELS OF CORRELATION44

What Are The Stages Of A Correlation Analysis And What Assumptions Are Made?45

Positive and Negative Correlations47

Determining Statistical Significance47

Practical vs. Statistical Significance48

Other Correlations48

Limitations and future Research49

REFERENCES52

CHAPTER 1: INTRODUCTION

General Overview of problem

Researchers, policymakers, practitioners, and parents have assumed a positive relationship between school attendance and academic success. And yet, among the vast body of empirical research examining how input factors relate to academic outcomes, few investigations have honed in on the precision of the relationship between individual attendance and student achievement. The purpose of this study is to provide insight into this relationship. Specifically, this study has evaluated the hypothesis that the number of days a student was present in school positively affected learning outcomes. To assess this, a unique empirical approach was taken in order to evaluate a comprehensive dataset of 10th grade High school students in the New York. Employing a fixed effects framework and instrumental variables strategy, this study provides evidence from a quasi-experimental design geared at estimating the causal impact of attendance on multiple measures of achievement, including math scores and standardized reading and math test performance. The results consistently indicate positive and statistically significant relationships between student attendance and academic achievement for both 10th grade High school students.

Attendance is an efficient way to deliver a large quantity of complex information to university students. But classes, which are traditionally thought to be crucial for reinforcing this material and exploring it in greater depth, lack the returns to scale of attendance and are therefore relatively costly. Since some of their functions are also potential substitutes for private study, it is worth trying to assess their effectiveness.

We analyze these data to find out, first, what determines students' decisions about whether to attend class, and second, the effect of absence from class on their performance in each module. Addressing the second question requires correcting for the influence of factors such as ability and effort on both absence and performance.

Although attendance at attendance tends to be seen as optional, attendance at classes is regarded as compulsory - in part because ...