Research QuestionGiven the pragmatic criteria for USC, what evidenced-based program is the

most effective in reducing truancy in rural areas?

Effective Truancy Programs for the

United South Central School

CommunityMelissa Haugh

Department of Social Work

United South Central School District #2134

Results/RecommendationBoth Success Highways and the Why Try program met most of the

pragmatic criteria that the Key stakeholders have identified as important.

When comparing the programs to what the research indicates are essential

pragmatic criteria, both Why Try and Success Highways are quite similar. The

only difference is that Why Try incorporates all grades from elementary to

high school.

The recommendation resulting from the research project was that United

South Central School District implement the Why Try program.

Research indicates that if this program is implemented with fidelity,

attendance rates will increase and truancy will decrease.

The Why Try program will be beneficial for the USC school community

because it will reduce the amount of staff time that is spent on filing truancy

against students. It will also alleviate work for Faribault County Human

Services.

Implications for PracticeTruancy is related to low academic achievement, low self-esteem, school

dropout, future unemployment, crime and violent offenses (Newsome,

Anderson-Butcher, Fink, Hall & Huffer, 2008). This can lead to the child being

referred to social services or probation (Garry, 1996).

Research has shown that truant behaviors often stem from single-parent

households, parents who are not involved in their child’s education, and if

there is family conflict or instability. Collaboration between the school and

family is important to increase attendance (NCSE, 2005, Newsome, et al.,

2008).

School social workers play a major role in the schools. They provide various

services to students and they are trained to address individual, peer, family

and community risk factors (Newsome, et al., 2008).

Why Try supports the concept of relationship building and encourages

peers to form healthy relationships. This supports the NASW Code of Ethics

principle of the importance of human relationships. Students need support at

home and at school in order to be successful in their academics (National Association of Social Workers, 2008).

MethodologyThe first phase that was conducted was a systematic review of the

literature to identify evidence based truancy programs that the literature

supported.

Key stakeholders at USC identified pragmatic criteria necessary for a

truancy program to be successfully implemented in their district. These

included that it needed to be implemented with K-12, all incomes included,

the program needed to be free or of minimal cost, not labor intensive and

implemented quickly.

The top five programs that were shown to be the most effective in the

literature were Check and Connect, Families and Schools Together (FAST),

Success Highways, Coca-Cola Valued Youth and Why Try. All of the

programs are listed on the National Dropout Prevention Center Network

website as being model programs in regards to truancy prevention and

intervention. These programs were researched and compared to the

stakeholders pragmatic criteria. Table 1 shows the results of the comparison.

The second phase that was conducted was a content analysis of the

literature on the top two programs. The two programs that were compared

were Success Highways and Why Try because they met the most criteria that

the stakeholders identified.

Success Highways and Why Try were compared based on additional

criteria that the literature has identified as important in truancy programs.

Table 2 shows this comparison. Some additional criteria that was identified in

the literature but was not present in either Why Try or Success Highways

included, family involvement, community involvement and including

incentives and sanctions (Gerrard, Burhans, & Fair, 2003).

ReferencesReferences are available from the author upon request.

PurposeThe purpose of this study was to find programs that are evidenced-based at

reducing truancy in rural school districts. A recommendation of the best

program was made to the United South Central School District.

Limitations/BarriersWhy Try does not have a family or community component which research

has stated is important in truancy reduction programs.

Why Try does not have an incentives or sanctions component which

research also states is important for an effective program.

Truancy is not the main focus of Why Try, but a component.

There is a two day training that those who plan on implementing the

program should attend. This is to insure that the program is implemented

correctly. This could be a big time commitment for those who would

implement the program. If staff do not attend the program and implement it

anyways, they run the risk of some aspects of the program not being

implemented correctly, which may in turn affect the results.

Key stakeholders have shared that their biggest concern in implementing

this program was the finances involved. Why Try does not cost a lot

compared to the other programs but when looking at school budgets, every

penny is important and money is often tight.

All Grades

Included

Cost of

Program

Comprehensive

ApproachNot Labor

Intensive

Minimal

Training

Quick

Implementation

Check and

Connect X

$1,000-

$2,000 2 days

Families and

Schools

Together

(FAST)

X $500-$1,000 X 1 day

Success

Highways

Customized

cost X X 1 day X

Coca-Cola

Valued Youth

X

$150-$250 X

Unknown

Why Try? X $500 X X 2 days X

Literature ReviewTruancy has been identified as one of today’s top ten educational problems

in the United States (Sutphen, Ford & Flaherty, 2010, Zhang, Katsiyannis,

Barrett & Willson, 2007). Truancy has been clearly identified as one of the

early warning signs of students headed for potential delinquent activity, social

isolation, or educational failure via suspension, expulsion, or dropping out,

sexual promiscuity, and drug use (Huizinga, Loeber, Thornberry, & Cothern,

2000, Reid, 2008, Sutphen, et al., 2010, Thurlow, Sinclair & Johnson, 2002).

In rural areas, there is a higher rate of truancy. A study conducted in the rural

Appalachian Mountains found that truancy was related to poor school

performance, increased depression, social problems, having a less educated

mother, a less structured home environment, and decreased participation in

school sports (Hunt & Hopko, 2009).

Research indicates that truancy reduction programs are inexpensive

compared to the cost of a student dropping out of school. According to the

National Center for School Engagement (2005) the average high school

dropout costs society over $200,000 whereas many truancy reduction

programs operate on less than $100,000 a year.

The school is not the only one responsible for reducing truancy. “Society has

a responsibility to ensure they gain the tools necessary for successful adult

life; otherwise, we perpetuate the cycle of low education and low opportunity”

(National Center for School Engagement [NCSE], 2005, p. 4). The community

and families should be a vital part in aiding schools in their efforts to reduce

truancy (NCSE, n.d.). Research indicates that intervening early can reduce

the negative outcomes associated with dropping out of school (NCSE, 2006).

Success Highways Why Try

Relationship Building X X

Adaptive for Rural Communities X X

Comprehensive Approach X X

All Grades Included X

Serves a vulnerable or at-risk

population

X X

Serves students with learning

or emotional disabilities

X X

Evidence based X X

Evaluation built-in X Materials provided on web-site

Table 1: Comparison of Top Five Programs to Key Stakeholder Pragmatic Criteria

Table 2: Comparison of Top Two Programs with Research Pragmatic Criteria