Reframing the US Attendance Crisis: School Absences Send Powerful Signals about Children Nationally

Some believe that holding schools accountable for student attendance will lead schools to act to reduce student absences and by doing so will increase student achievement, particularly for historically underserved students. We question both the premise that reducing absence will lead to substantial improvements in student achievement and fairness of holding school accountable for increasing attendance. Using two cohorts of nationally-representative data on kindergarteners, we find that factors unrelated to missed instruction account for at least 77 percent of the association between attendance and test score achievement among US children with twenty or more absences. We argue the attendance crisis conceals more troubling crises that will produce inequalities even if every child attends school every day, and that schools are ill-suited to address all the underlying causes of student absence. Absence is a symptom of the myriad challenges students and their families face—challenges that need to be addressed at a larger systemic level.

Algorithmic Analysis of Automatic Attendance System using Facial Recognition

Attendance management can become a tedious task for teachers if it is performed manually.. This problem can be solved with the help of an automatic attendance management system. But validation is one of the main issues in the system. Generally, biometrics are used in the smart automatic attendance system. Managing attendance with the help of face recognition is one of the biometric methods with better efficiency as compared to others. Smart Attendance with the help of instant face recognition is a real-life solution that helps in handling daily life activities and maintaining a student attendance system. Face recognition-based attendance system uses face biometrics which is based on high resolution monitor video and other technologies to recognize the face of the student. In project, the system will be able to find and recognize human faces fast and accurately with the help of images or videos that will be captured through a surveillance camera. It will convert the frames of the video into images so that our system can easily search that image in the attendance database.

RELATION OF EXAMINATION PERFORMANCE AND CLASS ATTENDANCE OF MBBS STUDENTS IN PHARMACOLOGY - A RETROSPECTIVE STUDY

Introduction: Students attendance is considered as an important factor in the academic performance of medical students. Student attendance is an integral part of professional development and, from a regulatory perspective, considered evidence of professionalism.Aim of the undergraduate medical education is to produce competent doctors with adequate medical knowledge, affective attitude for the patients and proper clinical skills for practice Medical education demands high attendance for good understanding and grasps over the subject Aim: To study the relationship between student attendance and their performance in theory examination. Study design: A retrospective study was conducted among Second year MBBS pharmacology students. Student classroom (theory) attendance was compared with their marks secured in the internal assessment conducted by the pharmacology department. Materials and method: The second year MBBS students who attended pharmacology internal assessment were included in the study. The attendance of a total of 145 students was compared with their internal assessment marks. Statistical analysis was performed using ANOVA. Results: Among 145 students more number of students attendance lied between 61-70 percent.Only 2 of them got more than 90 percent attendance, in this one got below 50 percent marks and6 of them got less than 50 percent in both marks and attendance. Discussion: This study clearly demonstrated that the higher the percentage of attendance lesser is the chance of failure in theory internal assessment (P value is 0.002). It shows attending the theory lectures is significant to perform in the examinations.

Persepsi Mahasiswa Pendidikan Matematika FKIP Universitas Mataram Terhadap Pembelajaran Daring di Era Covid-19

This study aims to determine the perception of mathematics education students of FKIP Unram on the online learning process, abilities after online learning, and to describe related to online learning in the covid-19 era in mathematics education students of FKIP Unram in the 2020/2021 academic year. This research was carried out using descriptive qualitative research methods, for data collection a questionnaire was distributed via google form, with a sample of mathematics education students who were active and learning online in the 2020/2021 academic year. The instrument used in this study is a closed questionnaire, where respondents just choose the answers that are already available. The results showed that the perception of students of the Mathematics Education Study Program FKIP Unram towards the online learning process in the 2020/2021 academic year was categorized as good with a percentage of 79.13%. Meanwhile, students' perceptions of abilities after online learning are in good category with a percentage of 70.44%. Based on the results of the percentage scores for each indicator of the perception of the online learning process and the ability after online learning, there are several things that must be maintained and developed in online learning at the Unram Mathematics Education Study Program, namely 1). Lecturers always provide learning materials or materials. 2). The material provided by the lecturer is in the form of modules or textbooks. 3). The material presented online is in accordance with the lecture/RPS contract. 4). The online learning process is carried out using the Google Meet application. 5). Students find it easier to use the Google Meet application in the online learning process. 6). Students always do the assignments given by the lecturer. 7). Lecturers always check student attendance. 8). Lecturers give additional value to students who actively ask and answer in the online learning process. 9). Lecturers always provide opportunities for students to ask questions and discuss. 10). Lecturers respond to questions that arise during the online lecture process. 11). Lecturers provide feedback by asking students questions related to the material that has been studied.

Students Attendances System Using Face Recognition

Now a days we are living in this world where everything is automated and linked online. Internet are the things discover and it is used all over a world very beneficially.in human body face is the crucial factor for identifying each person. It can be identified by using different method like biometric for taking attendance. But in this method many more time are required to take attendance and also people are in contact with each other while marking their attendance in this pandemic situation we are introducing new technology student attendance system using face reorganization. Generally in a classroom the attendance was taken manually at ending or beginning of the class. The problem is that they required a lot of time to be taken and some manual and paper work will make a chance of mistake. To overcome from this problem we are introducing face recognition base attendance system. It is used in many application for identification of human face in a digital image or live video stream video. The proposed system make used of Haar classifier, KNN, CNN, SVM and global filters. After this recognition attendance report will be generated in excel format. The overall accuracy and complexity are calculated after testing this system it is cost efficient and need less installation time. Keywords: Face recognitions, Face detection, Haar classifier, CNN, KNN, SVM, LBPH, Automatic Attendances and image processing.

Teachers’ Perception in Selecting Virtual Learning Platforms: A Case of Mexican Higher Education during the COVID-19 Crisis

In this project, an analysis is made of the perception of teachers of Higher Education Institutions (HEI) regarding the use of Virtual Learning Platforms (VLP) in the transition from the Traditional Educational Model (face-to-face) to Emergency Remote Teaching (ERT). A statistical analysis of teachers’ views on the academic environment caused by the COVID-19 crisis is carried out for the change of educational scenarios from school to home through VLP, the support for teaching–learning knowledge of VLPs and the received training, and the main problems during the transition period. Through convenience sampling, data was collected for a statistical study using a developed instrument (Data collection was designed through the Google Forms application and distributed to public and private HEI teachers). The results of the study showed that more than 60% of respondents had experience using Moodle, Google Classroom, and Blackboard; 80% of teachers had training from their institution for the use of virtual platforms; and in 60% of cases, higher education institutions allowed them to choose the VLP. In addition, the main issues they faced were connectivity, student attitude, and student attendance at class sessions. Fisher’s test was conducted to determine the relationship in the variables analyzed by identifying that there are differences of teachers in perception depending on age.

Development of Attendance Monitoring System with Artificial Intelligence Optimization in Cloud

The creation of an attendance management system based on biometrics is proposed in this research. Keeping track of student attendance during lecture periods has proven to be a difficult task. Because human calculating creates errors and wastes a lot of time, the capacity to compute the attendance percentage becomes a key challenge. For this reason, a biometric-based attendance management system is being developed. This system uses a fingerprint device to take attendance electronically, and the attendance records are kept in a database. Following student identification, attendance is recorded. Artificial intelligence is also proposed as a component of the system. The system will aid in the reduction of errors and the more effective compilation of attendance data.

Rancang Bangun Sistem Informasi Penilaian Pencapaian Materi dan Absensi Murid di Taman Pendidikan Al-Quran (TPA) DPD Lembaga Dakwah Islam Indonesia Kabupaten Manokwari menggunakan Metode Prototype

The Regional Representative Council of Indonesia Institute of Islamic Dakwah of Manokwari Regency has four departments from Al-Quran Education School which are required to report the attendance and achievements of students each month in their respective departments. This report will be presented to the parents and to the Head of the school for evaluation. Both of these assessments are still carried out manually so it is inefficient because the data will be easily lost or scattered. With these problems, the author did some researches to carry out the Design and Development of Information System for Assessment of Material Achievement and Student Attendance at Al-Quran Education School - Regional Representative Council of Indonesia Institute of Islamic Dakwah in Manokwari Regency. This research was conducted by creating an assessment input information system and responsive web-based data recap, using the Laravel framework, MySQL database and the research method used was the Prototype Method. At the final stage of this research is testing the system with the Black Box Method. The final result of this research is the formation of the Information System for Assessment of Material Achievement and Student Attendance for the Al-Quran Education School - Regional Representative Council of Indonesia Institute of Islamic Dakwah in Manokwari Regency. The test results show that the Prototype Method can be used in building the information system in question.

Under the skin of truancy in Aotearoa (New Zealand): A grounded theory study of young people’s perspectives

<p>Truancy is a longstanding, unresolved educational issue in countries where there are compulsory attendance policies. Taking time out from class without permission is illegal and negatively influences future functioning for students who truant in regards to employment, family and community. Truancy represents a long-term cost to society in expenditure on health, well-being and incarceration. Previous research has focused on key demographic variables related to truancy, causal factors, and a variety of viewpoints. However, there has been a paucity of evidence about truancy from student perspectives. Therefore, the purpose of this research was twofold; (1) to investigate how secondary school students who truant constructed meaning about their experiences, and (2) to develop a substantive theory that identified how participants constructed the processes involved in truanting. This thesis used a grounded theory approach, concurrently gathering and analysing data generated through interviews with 13 young people from three schools and an activity centre. Students in the study referred to truanting as wagging. In respect of this, the study presents a process theory of wagging which identifies four stages: Wagging-in-class; leaving; awakening, and reincluding. The study contributes to truancy scholarship in several ways, which include the experiences and challenges occurring in class and in their personal lives that contribute to youth truanting; how youth reposition themselves when they truant; the nature of their interactions and the group they truant with; what causes them to realise there is no future value in truanting; the conditions that support them to reintegrate in class after truanting; and why they are able to return and attend school regularly after truanting. Further findings indicate that teacher intentional behaviours and student willingness to change are necessary to support the further development of inclusive practices in schools required to address truancy. The recommendations made for school leaders, teachers, counsellors, teacher educators and policy makers include four suggestions: (1) building teacher-student rapport, links with whānau, and school connectedness; (2) more proactive, sustained and consistent monitoring of student attendance; (3) reviewing school systems to foster inclusiveness and student attendance; and (4) providing a strong focus on inclusiveness within teacher education and professional development programmes. Future research and development opportunities are also identified, for example, the design of an ethnodrama to disseminate the results of this study and to heighten awareness of the dangers of wagging to students and the community. The intention is also to research the audience reactions and responses to the ethnodrama. This thesis also draws attention to the need for further studies to replicate the design features of the present study in other contexts so as to confirm, modify, extend or challenge the process theory of wagging that has emerged from this research.</p>

Under the skin of truancy in Aotearoa (New Zealand): A grounded theory study of young people’s perspectives

<p>Truancy is a longstanding, unresolved educational issue in countries where there are compulsory attendance policies. Taking time out from class without permission is illegal and negatively influences future functioning for students who truant in regards to employment, family and community. Truancy represents a long-term cost to society in expenditure on health, well-being and incarceration. Previous research has focused on key demographic variables related to truancy, causal factors, and a variety of viewpoints. However, there has been a paucity of evidence about truancy from student perspectives. Therefore, the purpose of this research was twofold; (1) to investigate how secondary school students who truant constructed meaning about their experiences, and (2) to develop a substantive theory that identified how participants constructed the processes involved in truanting. This thesis used a grounded theory approach, concurrently gathering and analysing data generated through interviews with 13 young people from three schools and an activity centre. Students in the study referred to truanting as wagging. In respect of this, the study presents a process theory of wagging which identifies four stages: Wagging-in-class; leaving; awakening, and reincluding. The study contributes to truancy scholarship in several ways, which include the experiences and challenges occurring in class and in their personal lives that contribute to youth truanting; how youth reposition themselves when they truant; the nature of their interactions and the group they truant with; what causes them to realise there is no future value in truanting; the conditions that support them to reintegrate in class after truanting; and why they are able to return and attend school regularly after truanting. Further findings indicate that teacher intentional behaviours and student willingness to change are necessary to support the further development of inclusive practices in schools required to address truancy. The recommendations made for school leaders, teachers, counsellors, teacher educators and policy makers include four suggestions: (1) building teacher-student rapport, links with whānau, and school connectedness; (2) more proactive, sustained and consistent monitoring of student attendance; (3) reviewing school systems to foster inclusiveness and student attendance; and (4) providing a strong focus on inclusiveness within teacher education and professional development programmes. Future research and development opportunities are also identified, for example, the design of an ethnodrama to disseminate the results of this study and to heighten awareness of the dangers of wagging to students and the community. The intention is also to research the audience reactions and responses to the ethnodrama. This thesis also draws attention to the need for further studies to replicate the design features of the present study in other contexts so as to confirm, modify, extend or challenge the process theory of wagging that has emerged from this research.</p>