Hi Rob and Melanie
Thanks for the literature review, Melanie, looks interesting.
In my experience, colleges and other providers collect data on attendance, as well as on retention, achievement and success outcomes. This is used to monitor provision quite closely, exactly as you describe in your email below, Rob. For example, low attendance is often an early indicator of drop-out so well worth checking and taking action to try and retain students. College quality improvement plans often contain targets for attendance by area of learning, eg improve by 3% from 85% to 88%. Providers have also sharpened up considerably on strategies to raise attendance and to good effect. And last, SFA do not collect national averages on attendance but do on retention, achievement and success so we do have those for each of the areas of learning. These are publicly available.
Hope this helps
Regards - Philida
-----Original Message-----
From: ESOL-Research discussion forum and message board [mailto:[log in to unmask]] On Behalf Of Cooke, Melanie
Sent: 01 December 2014 10:21
To: [log in to unmask]
Subject: Fwd: ESOL students: attendance and punctuality
>
> Hi Rob, All
> There was a project run by the QIA and NRDC in 2007 which James Simpson and I worked on along with lots of other people called 'Stick With It!' about 'Persistence, Progress and Achievement' which looked at patterns of adult learning including attendance - I don't think this ever saw the light of day or even got finished, but I attach the literature review and the End of Year 1 Report, so there might be something in those???
>
> Mel Cooke.
>
> ______________________________________________________________________
> ___________________________________________
> Please note I work part time and my hours vary so I might not reply to your email immediately.
>
> Melanie Cooke
> Room 4.12
> Department of Education and Professional Studies King's College,
> London Franklin Wilkins Building Waterloo Road London SE1 9NH
> Tel: 020 7848 3122
> [log in to unmask]<https://kclmail.kcl.ac.uk/owa/redir.aspx?C=ace
> 5259e143b4e949756e6a13b1da23f&URL=mailto%3amelanie.cooke%40kcl.ac.uk>
> http://www.kcl.ac.uk/schools/sspp/education/staff/mcooke.html<https://
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> ________________________________
> From: ESOL-Research discussion forum and message board
> <[log in to unmask]> on behalf of Rob Peutrell
> <[log in to unmask]>
> Sent: 28 November 2014 21:20
> To: [log in to unmask]
> Subject: ESOL students: attendance and punctuality
>
> Dear all
>
> Does anyone know of any research into attendance among ESOL students. There is certainly discussion of the complexity of and competing demands made on ESOL students' lives, as well as the impact of issues such as a shortage of childcare. However, is my view that uneven attendance among ESOL students goes with the territory simply complacent?
>
> What strategies have colleagues tried to raise attendance levels and with what success?
> What are attendance levels like in your colleges?
> What levels of attendance do your managements expect?
> Is attendance on ESOL courses comparable to those of other courses in your colleges - or worse or better?
> Is this an issue any researchers have looked into?
>
> Any thoughts?
>
> Rob Peutrell
>
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ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds.
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ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds.
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