Bobby SneedFollow




School of Education


Doctor of Education (EdD)


Shante Austin


Achievement, Attendance, Family, Mathematics


The purpose of this study was to explore the impact student attendance and family structure had on academic achievement as measured by the Georgia mandated criterion referenced competency test (CRCT) in middle grades mathematics. There were many factors that could have come into play regarding the level of academic achievement each child experiences. With federal, state and local entities placing increased pressure on schools and educators to be more accountable, specifically in the form of student test scores, it seemed imperative to understand the external variables that may negatively impact student learning potential. Utilizing the student’s family structure data reported via contact information at the beginning of the academic year and their attendance history for the 2012-2013 academic year, this study focused on determining if attendance and family structure statistically impacted mathematics achievement scores on the 2013 annual CRCT in a North Georgia middle school. The overarching goal of this study was to explore variables associated with family structure in an effort to determine factors outside the educational systems control that affect student performance. Results from this study showed that both student attendance and family structure individually impacted overall achievement in middle grades mathematics.