References

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Attendance Works. (2014). How States Can Advance Achievement by Reducing Chronic Absence. San Francisco, CA: Attendance Works.

Attendance Works. (2014). The Attendance Imperative: How States Can Advance Achievement by Reducing Chronic Absence. San Francisco, CA: Attendance Works.

Attendance Works. (2015, March 16). Vernon: Data-Driven School District. Retrieved from Attendance Works.

Baltimore Education Research Consortium. (2011). “Destination Graduation: Sixth Grade Early Warning indicators for Baltimore city Schools, their Prevalence and Impact.” Retrieved October 14, 2016, from http://www.baltimore-berc.org/pdfs/SixthGradeEWIFullReport.pdf

Chang, H. N., Russell-Tucker, C. M., & Sullivan, K. (2016, October). Chronic early absence: What states can do. Retrieved from Kappan.

Connecticut Office of Early Childhood. (2016). Getting to School Matters for 3 & 4 Year Olds: How Public Schools Can Help. Retrieved October 21, 2016, from Connecticut Office of Early Childhood.

Gottfried, M. (December 2015). Chronic Absenteeism in the Classroom Context: Effects on Achievement. Urban Education.

Ready, D. D. (2016). Socioeconomic Disadvantage, School Attendance, and Early Cognitive Development, The Differential Effects of School Exposure. Sociology of Education.

The Campaign for Grade Level Reading and Attendance Works. (2014). Attendance in the Early Grades: Why it Matters for Reading. San Francisco: Attendance Works.

The Charter Oak Group. (2015). Chronic Absenteeism and Discipline Data for Boys & Girls Club Members. Atlanta, GA: Boys & Girls Clubs of America.