The relationship between absenteeism and math achievement among fifth grade students

Although critical to functioning in the workforce, mathematics proficiency is low in the United States compared to other economically-developed countries. Researchers have shown that students begin to demonstrate weaknesses in math skills at the onset of pre-algebraic courses, usually during middle school years. In Alabama, low math scores are common with students in the 5th grade. Because absenteeism is often linked to low achievement no matter the social economic status, the purpose of this correlational study was to investigate the relationship between mathematics achievement and absenteeism among advantaged and disadvantaged 5th grade students. This relationship was evaluated with a secondary analysis of archived attendance data and the Alabama Reading and Math Test scores of 26 advantaged and 167 disadvantaged students from 2008-2011. Using a Pearson product-moment correlation, no significant relationship was observed between the two variables in either group. The practical significance of this study leads to positive social change by pointing educators to other factors that may be affecting math achievement such as disengagement of students, learning environment, and parental involvement. Because mathematical skills allow individuals to function in the workforce, researching variables related to mathematics learning will have productive returns. School officials may also gain a better understanding of mathematics achievement versus absenteeism, allowing those officials to focus on other comparisons affecting 5th grade student math achievement.