effective truancy programs for the united south central...
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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