Should College Classes Have Mandatory Attendance?

Introduction

This paper introduces, discusses, and analyzes the topic of attendance in the college classroom. Specifically, it argues whether college classes should have mandatory attendance, listing the pros and cons of each side. The central position advanced here is that college classes should not have mandatory attendance regulations, because much of the work is completed outside the classroom, and much of the information delivered in lectures is either unnecessary or a repetition of the textbook.

The Case Against Mandatory Attendance

In an unofficial poll of fellow students taken in a campus library, almost all respondents were against mandatory class attendance. One reason several cited is the additional time spent studying and conducting research outside the classroom — work that instructors do not count as "attendance" yet that students must complete to earn a satisfactory grade in most courses. Other students pointed to the widespread use of teaching assistants (TAs) and the sheer size of many lecture halls, with hundreds of students, as factors that deter meaningful classroom participation.

One study found that increasing student enrollment is being served by the same limited resources, often resulting in larger class sizes and a reversion to the traditional lecture style of instruction — an approach that fosters less interactive teaching and learning (Xu et al.). Professors and TAs frequently repeat material directly from the textbook during these lectures, making independent research and reading arguably more valuable than passive attendance.

Further supporting this view, another study revealed that "39 percent of students had missed three or more days of class by week ten of the sixteen-week semester when this survey was administered. Not surprisingly, 53 percent of respondents believed that their attendance should not be reflected in their grades" (Hassel and Lourey). These findings suggest that the majority of students regard compulsory attendance policies as neither fair nor educationally justified.

The Case for Mandatory Attendance

Many college administrators, however, view student absenteeism as a sign of irresponsibility and insufficient dedication to education. This concern is a primary reason many administrators and professors require attendance as a mandatory component of the final grade. Research supporting this position argues that "instructors who link class attendance to grades send a message to students — learning is an interactive experience and your time in the classroom is valuable — as do instructors who are slack on attendance" (Hassel and Lourey).

From this perspective, mandatory attendance policies are not merely about seat-filling; they are intended to cultivate the kind of discipline and reliability that students will need once they enter the workforce. Requiring students to show up consistently, proponents argue, mirrors the expectations of a professional environment and helps young adults develop habits of accountability before the stakes become higher.

Research on student engagement in higher education broadly supports the idea that regular class participation correlates with stronger academic outcomes, lending some empirical weight to the pro-attendance position even when lecture content overlaps with assigned readings.

Conclusion

As adults, students must begin to make decisions and take actions that will follow them throughout their lives and careers. If they are unable to make their own choices about something as fundamental as classroom attendance, they may be ill-equipped to make the more consequential decisions that arise later in life. Student accountability is important, but so is the ability to take genuine responsibility for one's own actions. Without that ability, students cannot fully develop their potential — and mandatory college class attendance, however well-intentioned, takes that ability away.

References

Hassel, Holly, and Jessica Lourey. "The Dea(r)th of Student Responsibility." College Teaching 53.1 (2005): 2+.

Xu, Yonghong, et al. "The Effects of Peer Tutoring on Undergraduate Students' Final Examination Scores in Mathematics." Journal of College Reading and Learning 32.1 (2001): 22+.