Attendance and Attendance and Risk-Taking Behaviors of Risk-Taking Behaviors of

High School StudentsHigh School Students

The University Of Texas at El PasoThe University Of Texas at El Paso

OutlineOutline

IntroductionIntroduction MethodMethod Data AnalysisData Analysis BudgetBudget ReferencesReferences

IntroductionIntroduction

Statement of ProblemStatement of ProblemReview of Related LiteratureReview of Related LiteratureNeeds AssessmentNeeds AssessmentStatement of Hypothesis/NullStatement of Hypothesis/Null

Statement of ProblemStatement of Problem Students are partaking in risk-taking behaviors.Students are partaking in risk-taking behaviors.

Students who have chronic absence record or cut class are Students who have chronic absence record or cut class are engaging in higher risk behaviors that cause negative engaging in higher risk behaviors that cause negative consequences that affect their school performance and finance consequences that affect their school performance and finance welfare (Epstein & Sheldon, 2002).welfare (Epstein & Sheldon, 2002).

Students may:Students may: Use cigarettes, drugs, or alcohol.Use cigarettes, drugs, or alcohol. Be involved in crime or violence.Be involved in crime or violence. Drop out of school.Drop out of school. Disassociate with family.Disassociate with family.

Review of Related LiteratureReview of Related Literature

The organization of the review of literature The organization of the review of literature is as follows:is as follows:

First, school based factors of absencesFirst, school based factors of absences Second, social, economic, ethnic, and family status Second, social, economic, ethnic, and family status

factors of absences factors of absences Third, characteristics of crime Third, characteristics of crime Fourth, low Grade Point Average (GPA)Fourth, low Grade Point Average (GPA) Fifth, drop outs Fifth, drop outs Sixth, financial loss of schoolsSixth, financial loss of schools Seventh, parental involvementSeventh, parental involvement Last, methods of solving absenteeism and risk-taking Last, methods of solving absenteeism and risk-taking

behaviors.behaviors.

School Based Absence Factors:School Based Absence Factors:

Peer pressurePeer pressure Personality conflict with TeacherPersonality conflict with Teacher Failure to understand a subjectFailure to understand a subject Dislike of a particular classDislike of a particular class Failure to have completed Failure to have completed

homework (Gabb, 1995).homework (Gabb, 1995).

Social, Economic, Ethnic, and Social, Economic, Ethnic, and Family Status Factors:Family Status Factors:

““Some chronically absent students believe Some chronically absent students believe that school is not rewarding for them, or that school is not rewarding for them, or they may have few, if any, ‘mainstream’ they may have few, if any, ‘mainstream’ friends at school,” Dougherty, 1999.friends at school,” Dougherty, 1999.

May not have many friends.May not have many friends. Lack of finances to purchase school Lack of finances to purchase school

supplies.supplies. Parents are not involved at home or in Parents are not involved at home or in

school.school.

Violent and Criminal Behaviors:Violent and Criminal Behaviors:(V & C Behaviors)(V & C Behaviors)

Findings showed that frequently absent students Findings showed that frequently absent students engaged in more risk behaviors than those who engaged in more risk behaviors than those who were rarely absent (Guttmacher, Weitzman, were rarely absent (Guttmacher, Weitzman, Kapadia, & Weinberg, 2002).Kapadia, & Weinberg, 2002).

Students may illegally use drugs, alcohol, Students may illegally use drugs, alcohol, cigarettes, or controlled substance while cigarettes, or controlled substance while absent.absent.

Students may commit crimes in the Students may commit crimes in the community.community.

Students may be involved in a “bad Students may be involved in a “bad crowd”.crowd”.

Low Grade Point Average (GPA) Low Grade Point Average (GPA) Factors:Factors:

Students are less likely to engage in risk Students are less likely to engage in risk behaviors when present and productive in school behaviors when present and productive in school (Guttmacher, et. al., 2002).(Guttmacher, et. al., 2002).

Students decrease their attendance in school.Students decrease their attendance in school. Students do not complete assignments.Students do not complete assignments. Students are involved in high risk behaviors that Students are involved in high risk behaviors that

alter their present mind.alter their present mind. Students may be socially or sexually active.Students may be socially or sexually active. Students simply do not care about school and Students simply do not care about school and

grades.grades.

Drop Out Factors:Drop Out Factors:

High absences and truancy may lead to a High absences and truancy may lead to a permanent withdrawal from school permanent withdrawal from school (Epstein & Sheldon, 2002).(Epstein & Sheldon, 2002).

Dropping out is a long process of Dropping out is a long process of disengagement and withdrawal from disengagement and withdrawal from school (Epstein, Sheldon, 2002).school (Epstein, Sheldon, 2002).

Lower school attendance rate does not Lower school attendance rate does not necessarily lead to dropping out (Scott & necessarily lead to dropping out (Scott & Friedli, 2002).Friedli, 2002).

Financial Loss of Schools:Financial Loss of Schools:

It costs a school district thousands of It costs a school district thousands of dollars each year in lost funds from the dollars each year in lost funds from the State and Federal government due to State and Federal government due to attendance figures being low (Garry, attendance figures being low (Garry, 1996).1996).

Schools benefit from high attendance Schools benefit from high attendance rates.rates.

Schools lose money when it has a high Schools lose money when it has a high drop out rate.drop out rate.

Monitoring attendance requires time of Monitoring attendance requires time of administrators.administrators.

Parental Involvement:Parental Involvement:

Families are an important influence on student Families are an important influence on student attendance and an important resource for attendance and an important resource for decreasing truancy and absenteeism (Epstein & decreasing truancy and absenteeism (Epstein & Sheldon, 2002).Sheldon, 2002).

Parents need to check homework and report card grades.Parents need to check homework and report card grades. Become involved in PTA and other school organizations.Become involved in PTA and other school organizations. Volunteer at school or in child’s class.Volunteer at school or in child’s class. Be aware of child’s social life and peers.Be aware of child’s social life and peers. Collaborate with the community.Collaborate with the community.

A School May:A School May:

Punish students who are truant and Punish students who are truant and reward high attendance (Gabb, 1995).reward high attendance (Gabb, 1995).

Suspend students from school or place in Suspend students from school or place in ISS (In-School Suspension) after a certain ISS (In-School Suspension) after a certain number of absences.number of absences.

Have incentives for parental involvement.Have incentives for parental involvement. Take the student to truancy court.Take the student to truancy court. Always be consistent!Always be consistent!

Needs AssessmentNeeds Assessment

Conducted at El Paso ISD (AEIS, 2003)Conducted at El Paso ISD (AEIS, 2003) 62,739 student enrollment62,739 student enrollment 17,464 High School enrollment17,464 High School enrollment 42,161 low-income students (67.2%)42,161 low-income students (67.2%) 95.6% attendance rate95.6% attendance rate Violent or Criminal Behavior Violent or Criminal Behavior

601 601 Reported Incidents in Violent or Criminal Reported Incidents in Violent or Criminal Behaviors (data is based on 2001/02 data)Behaviors (data is based on 2001/02 data)

El Paso ISD High Schools Statistics:El Paso ISD High Schools Statistics:

Andress – 1,971 enrolledAndress – 1,971 enrolled93.3% attendance; 47 V & C Behaviors93.3% attendance; 47 V & C Behaviors

Austin – 1,566 enrolledAustin – 1,566 enrolled91.4% attendance; 19 V & C Behaviors91.4% attendance; 19 V & C Behaviors

Bowie – 1,229 enrolledBowie – 1,229 enrolled92.6% attendance; 125 V & C Behaviors92.6% attendance; 125 V & C Behaviors

Burgess – 1,456 enrolledBurgess – 1,456 enrolled95.1% attendance; 56 V & C Behaviors95.1% attendance; 56 V & C Behaviors

Chapin – 824 enrolledChapin – 824 enrolled96.5% attendance; 58 V & C Behaviors96.5% attendance; 58 V & C Behaviors

Coronado – 2,499 enrolledCoronado – 2,499 enrolled94.2% attendance; 67 V & C Behaviors94.2% attendance; 67 V & C Behaviors

El Paso High – 1, 212 enrolledEl Paso High – 1, 212 enrolled94.8% attendance; 23 V & C Behaviors94.8% attendance; 23 V & C Behaviors

El Paso ISD High Schools Statistics:El Paso ISD High Schools Statistics: Irvin – 1,798 enrolledIrvin – 1,798 enrolled

93.7% attendance; 64 V & C Behaviors93.7% attendance; 64 V & C BehaviorsJefferson – 1,219 enrolledJefferson – 1,219 enrolled

91.7% enrolled; 55 V & C Behaviors91.7% enrolled; 55 V & C BehaviorsFranklin – 2,564 enrolledFranklin – 2,564 enrolled

94.9% attendance; 87 V & C Behaviors94.9% attendance; 87 V & C BehaviorsSilva Health Magnet – 717 enrolledSilva Health Magnet – 717 enrolled

96.2% attendance; 0 V & C Behaviors96.2% attendance; 0 V & C BehaviorsSunset – 220 enrolledSunset – 220 enrolled

98.7% attendance; no data98.7% attendance; no dataDelta Academy – 89 enrolledDelta Academy – 89 enrolled

100% attendance; no data100% attendance; no dataTelles Academy – 100 enrolledTelles Academy – 100 enrolled

87.1% attendance; no data87.1% attendance; no data

Statement of Hypothesis/NullStatement of Hypothesis/Null

Hypothesis:Hypothesis: Students who are chronically Students who are chronically absent and/or class cutters are engaged in risk-absent and/or class cutters are engaged in risk-taking behaviors during regular school time.taking behaviors during regular school time.

Null Hypothesis:Null Hypothesis: Students who are Students who are chronically absent and/or class cutters are not chronically absent and/or class cutters are not engaged in risk-taking behaviors during regular engaged in risk-taking behaviors during regular school time.school time.

MethodMethod

Participants:Participants: 13 High Schools13 High Schools 1,080 participants1,080 participants Schools with more than 1,000 Schools with more than 1,000

students, 100 at-risk participantsstudents, 100 at-risk participants Schools with less than 1,000 Schools with less than 1,000

students, 20 at-risk participantsstudents, 20 at-risk participants

Method continued…Method continued…

Classification of at-risk student:Classification of at-risk student:

Did not maintain average equivalent to 70 in two Did not maintain average equivalent to 70 in two or more subjects in the foundation curriculum.or more subjects in the foundation curriculum.

Was not advanced from one grade level to the Was not advanced from one grade level to the next.next.

Did not perform satisfactory on TAKS/TAAS.Did not perform satisfactory on TAKS/TAAS. Is pregnant or is a parent.Is pregnant or is a parent. Has been placed in an Alternative Education Has been placed in an Alternative Education

Program (AEP).Program (AEP). Currently on parole or probation.Currently on parole or probation. Is a LEP student or homeless.Is a LEP student or homeless.

Methods continued…Methods continued…

Procedure:Procedure: Time frame – 2003/2004 school yearTime frame – 2003/2004 school year Contact At-Risk Coordinator and Contact At-Risk Coordinator and

principalprincipalAlphabetical list of at-risk studentsAlphabetical list of at-risk studentsPre-selected time and placePre-selected time and placeEvery 7Every 7thth student student

Two days for all schools… Two days for all schools… Parent consent formParent consent form

Methods Continued…Methods Continued…

Five days for each school…SurveyFive days for each school…Survey Stage 1: Give survey to present studentsStage 1: Give survey to present students Stage 2: Give survey to students not Stage 2: Give survey to students not

present on day 1.present on day 1. Stage 3: Incentives, used at local stores, Stage 3: Incentives, used at local stores,

given to participants in Stage 1 and 2. given to participants in Stage 1 and 2. Mail out surveys to absent students not Mail out surveys to absent students not present during Stages 1, 2, and 3.present during Stages 1, 2, and 3.

Methods Continued…Methods Continued…

Instruments: 28 Question surveyInstruments: 28 Question survey

The study is three fold:The study is three fold:

1.1. Evaluate the chronic absentees and class Evaluate the chronic absentees and class cutter students with risk-taking behaviors.cutter students with risk-taking behaviors.

2.2. Evaluate chronic absentees and class Evaluate chronic absentees and class cutters involvement in risk-taking cutters involvement in risk-taking behaviors.behaviors.

3.3. Evaluate grade level involvement and risk-Evaluate grade level involvement and risk-taking behaviors.taking behaviors.

Data AnalysisData Analysis First Analysis:First Analysis:

– The Correlation will be used to determine if The Correlation will be used to determine if chronic absentees and class cutters are chronic absentees and class cutters are engaged in risk-taking behaviors.engaged in risk-taking behaviors.

Second Analysis:Second Analysis:– Independent Sample t-test will be used to Independent Sample t-test will be used to

measure the means between chronic absentee measure the means between chronic absentee students vs. class cutting students.students vs. class cutting students.

Third Analysis:Third Analysis:– A paired t-test will be conducted to determine A paired t-test will be conducted to determine

the frequency of risk-taking behaviors of each the frequency of risk-taking behaviors of each grade levels.grade levels.

Data Analysis Continued…Data Analysis Continued…

Limitations of Study:Limitations of Study:– Pool of students 1,080Pool of students 1,080– At-risk students not general populationAt-risk students not general population– Different policies and procedures at Different policies and procedures at

each school with regard to disciplineeach school with regard to discipline– Demographics (Border city vs. Northern Demographics (Border city vs. Northern

Texas districts)Texas districts)– Gender reaction to risk-taking behaviorsGender reaction to risk-taking behaviors

Data Analysis Continued…Data Analysis Continued…

Delimitations of Study:Delimitations of Study:– Students move without informing schoolStudents move without informing school– Chronically ill studentsChronically ill students– Failure to return Consent formsFailure to return Consent forms– Lack of participation from schoolsLack of participation from schools– Time element for principals and At-Risk Time element for principals and At-Risk

CoordinatorCoordinator– Return of mailed surveysReturn of mailed surveys– Wrong address of participantWrong address of participant

BudgetBudget

Projected costs for 1,080 participantsProjected costs for 1,080 participants Clasp envelopes $54.00Clasp envelopes $54.00 Copies of Survey $540.00Copies of Survey $540.00 Copies of Consent Forms $324.00Copies of Consent Forms $324.00 100 extra copies of Consent Forms $30.00100 extra copies of Consent Forms $30.00 Stamps $400.00Stamps $400.00 Labels $10.99Labels $10.99 Return Clasp, stamped, labeled envelopes $464.99Return Clasp, stamped, labeled envelopes $464.99 Thank you Cards $12.99Thank you Cards $12.99 Taxes for total purchase $151.55Taxes for total purchase $151.55 Total cost: 1,934.52Total cost: 1,934.52 Surveys being exactly what we want: Surveys being exactly what we want:

PricelessPriceless

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