The notion of class attendance has largely been ignored, where students, faculty, and administrators substitute assumptions for empirical evidence. The data is clear: attendance matters, more so than any other known contributor to student success. Yet, policies and practices often overlook these data.
Attending Student Success is a comprehensive guide for building sustainable cultures of student success in higher education, through the use of attendance data. Andrew P. Miller synthesizes decades of research pertaining to the myriad definitions, trends, and strategies of student success efforts. He explores the various perceptions and misconceptions surrounding attendance and illustrates the impetus for using these data to foster student success. Miller then provides guidance to make these data actionable through policy changes, early-alert strategies, and data-informed decision-making for cultural change management.
Andrew P. Miller is an independent scholar.
SECTION I: DEFINING THE CONTEXT
Chapter 1: The competing and co-dependent interests in student success
Chapter 2: Defining Attendance: Historical trends and future trajectories
Chapter 3: Attitudes and Assumptions about Absenteeism
SECTION II: DEFINING THE RELATIONSHIPS
Chapter 4: Attendance and Student Success – at a macro level
Chapter 5: Attendance and Student Success – at a micro level
Chapter 6: A Case Study: Examining the Efficacy of Attendance as a Predictor of Student Performance
SECTION III: DEFINING THE FUTURE
Chapter 7: Early alerts and interventions for Absenteeism
Chapter 8: Policy & Practice: The competing and co-dependent interests in recording & reporting upon attendance
Institutional leaders grappling with the age-old question of how to manage student absenteeism, a challenge further complicated by the monumental growth in remote learning, need not look any further for a comprehensive resource to guide their decision-making. Attending to Student Success offers a balanced compendium of data and information colleges and universities need to develop effective, evidence-based policies and procedures.
Dr. Miller's work highlights the tension between higher education's traditions and policies, and the fluid landscape of technological advances, economics, and human experiences. His balanced, yet empathetic, examples of students' academic engagement (or lack thereof) encourage the reader to reconsider how behaviors ultimately measure up to student success.
In an era of shifting course modalities and increasing demands on students’ time and attention, Miller calls critical attention to the perennially important topic of course attendance.