School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, Mathematics; Education, Tests and Measurements
Adequate Yearly Progress, Average Daily Attendance, Criterion-Referenced Competency Test, Middle School, No Child Left Behind
The purpose of this study was to examine the impact of attendance on achievement in three northwest Georgia middle schools. The seventh grade students were divided into two groups. One group was considered non-truant, missing fifteen or less days of school, according to the county attendance protocol, and the other group was considered truant, missing 16 or more days, according to the county attendance protocol. The purpose was to determine if there was a statistically significant disparity between the non-truant and truant students on the Criterion-Referenced Competency Test scores measured by a t-test. The null hypothesis was that there would be no difference between the scores of the two groups. The overall Criterion-Referenced Competency Test score, as well as those in the domains of Numbers and Operations and Algebra showed a significant difference in the results. Therefore, the null hypothesizes were rejected. The scores in the domains of Geometry and Data Analysis and Probability did not show a significant difference in the results. Therefore, the null hypothesizes were accepted.