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Date: April 29, 2024 Mon
Time: 11:48 pm
Time: 11:48 pm
Results for truancy (washington, dc)
2 results foundAuthor: Liberman, Akiva Title: Interim Evaluation of the Pilot Program of the Truancy Case Management Partnership Intervention in the District of Columbia Summary: The Case Management Partnership Initiative (CMPI) addresses chronic truancy by linking truant ninth graders and their families to social services and case management, along with regular interagency case management meetings. A pilot was conducted at Anacostia and Ballou High Schools in 2011-2012. The implementation evaluation found that the pilot program successfully implemented an interagency partnership and linked families to needed services, which likely improved family well-being. Whether this impacted truancy is not yet known. To reduce chronic truancy, the CMPI is a promising platform for additional program experimentation, including possible modifications to timing, eligibility criteria, and program components. Details: Washington, DC: District of Columbia Crime Policy Institute, Urban Institute, 2012. 27p. Source: Internet Resource: Accessed September 5, 2012 at http://www.urban.org/UploadedPDF/412619-Truancy-Case-Management-Partnership-Intervention.pdf Year: 2012 Country: United States URL: http://www.urban.org/UploadedPDF/412619-Truancy-Case-Management-Partnership-Intervention.pdf Shelf Number: 126275 Keywords: At-risk YouthDelinquency PreventionFamiliesSocial ServicesTruancy (Washington, DC) |
Author: Liberman, Akiva Title: Variation in 2010-11 Truancy Rates Among District of Columbia Public Schools (DCPS) High Schools and Middle Schools Summary: This report provides a snapshot of truancy in District of Columbia Public Schools (DCPS) high schools and middle schools in 2010-11. School data on student absenteeism was combined with Census and crime data on school neighborhoods and students' residential neighborhoods. Key findings include: The average truancy rates vary so much between schools that the average across all students in all schools represents neither a typical nor representative school, nor a typical student. Informative analysis of truancy must focus on the variation among schools, and the truancy rates of particular schools. Across schools, about 2,500 high schools students were chronically truant. Truancy rates are very high at several high schools, with four schools showing chronic truancy for the majority of their students, and another three showing over 40 percent chronic truancy. These numbers mean it is simply not feasible for the primary response to be based in the Family Court. Actually referring all of these chronic truants to Family Court would swamp the Court's resources. For high schools: Overall absences and truancy are so highly correlated with each other that either measure produces equivalent findings in comparing high schools. As a result, any of these measures can be used to explore why schools vary and the findings will be equivalent. High school (HS) absenteeism rates are strongly predicted by their students' 8th grade truancy. Therefore, most of the differences in truancy among high schools are not due to differential success among HSs in preventing truancy. Put another way, the continuation and escalation of truancy behavior from middle school to high school seems equivalent across schools. This suggests that lowering middle school absenteeism may be the most efficient and effective approach to lowering high school truancy rates. The high school's immediate neighborhood is a weaker predictor of truancy than the residential neighborhoods of its students, although violence surrounding the school is moderately related to truancy. HS truancy rates are moderately related to student poverty and poverty in students' residential neighborhoods. Crime in high school students' residential neighborhoods is moderately related to truancy. For middle schools: Middle school overall absences and truancy are somewhat distinct. The immediate neighborhood of middle schools has little relationship to its truancy. Neighborhood relationships for middle school truancy are weaker than for HS truancy. Middle school students' poverty, residential neighborhood poverty, and residential neighborhood crime are moderately related to truancy, but at one-third to one-half the strength of HS truancy. Residential neighborhood features are more strongly associated with truancy in HS than MS. This is consistent with a general developmental pattern: The family context and parents are the most important influences for younger children; with age, broader social contexts, including peers and neighborhoods, exert more direct effects on children's behavior. Truancy interventions that are primarily family-based are more likely to prove effective at earlier ages, while truancy interventions at older ages need to also involve broader social contexts. Exploring community-level risk variables is an important addition to analysis of truancy data alone, but it only begins to explore the important risk factors for truancy. For example, family factors are widely believed to be important risk factors for truancy, and are central to two pilot interventions launched by the Interagency Truancy Task Force in 2011-12. The current report does not explore such family risk factors, although some "family factors" such as single parenthood are explored at the neighborhood level. Similarly, school factors such as teacher relationships are undoubtedly important factors for truancy, but were beyond the scope of the current study. Details: Washington, DC: Urban Institute, District of Columbia Crime Policy Institute, 2012. 31p. Source: Internet Resource: Accessed January 25, 2013 at: http://www.urban.org/UploadedPDF/412712-Variation-in-2010-11-Truancy-Rates-Among-District-of-Columbia-Public-Schools.pdf Year: 2012 Country: United States URL: http://www.urban.org/UploadedPDF/412712-Variation-in-2010-11-Truancy-Rates-Among-District-of-Columbia-Public-Schools.pdf Shelf Number: 127397 Keywords: EducationNeighborhoodsSchool AttendanceTruancy (Washington, DC) |