Theses and Dissertations

ORCID

0009-0003-5188-466X

Advisor

Burson, Debra

Committee Member

Moore, Jenifer

Committee Member

Peters, Thaddues

Committee Member

Smith, Kaleb

Date of Degree

8-12-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Doctoral Capstone - Open Access

Major

Education (Educational Policy & Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

Chronic absenteeism is a growing challenge for schools nationwide, with Mississippi districts experiencing significantly higher rates after the pandemic. This capstone examined how selected rural, suburban, and urban school districts in Mississippi develop and implement attendance policies and how well these policies align with the Mississippi Compulsory Attendance Law, Mississippi Code Annotated § 37-13-91, and state board regulations. The study aimed to assess the extent to which district attendance policies reflect Bronfenbrenner's Bioecological Systems Theory, considering the multiple layers that influence student attendance. Directed by this theoretical framework, the study addressed three research questions: (1) How do selected districts design and implement attendance policies? (2) To what extent do these written policies align with the levels of Bronfenbrenner’s Bioecological Systems Theory? (3) What evidence-based implications emerge for equitable attendance policies across ecological levels? This study used qualitative document analysis to review publicly available district handbooks, policies, and state guidelines from five Mississippi districts: South Delta (rural), Jefferson County (rural), Tupelo (suburban), Okolona (rural), and Jackson (urban). Policies were coded and compared across the microsystem, mesosystem, exosystem, macrosystem, and chronosystem to identify patterns, gaps, and differences in design and implementation. This capstone produced two integrated deliverables: (a) an ecological attendance policy evaluation rubric aligned with Bronfenbrenner’s Bioecological Systems Theory and (b) a model district attendance policy that illustrates evidence-based alignment across ecological system levels. These serve as practical resources for evaluating policy alignment and guiding improvements across ecological levels, contributing to the field by offering a systems-based approach to understanding chronic absenteeism.

Download

Share

COinS