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Notes on Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention

Introduction

  • Document: Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention
  • Authors: Jay Smink, D.Ed. and Mary S. Reimer, Ph.D.
  • Organization: National Dropout Prevention Center/Network (NDPC/N), Clemson University
  • Year: 2002 (Summer/Fall issue) with copyright for NDPC/N materials in 2005
  • Context and purpose:
    • Attendance problems and truancy are closely linked to dropping out; not attending limits learning and increases risk behaviors.
    • No Child Left Behind Act (2002) increases emphasis on attendance as an indicator for Adequate Yearly Progress (AYP); 37 state education agencies use attendance measures in AYP reporting.
    • Budgets are often tied to average daily attendance; truancy is a cue for potential dropout risk.
    • NDPC/N has conducted research, workshops, and collaborations since 1986 to reduce dropout rates and meet at-risk youth needs, including students with disabilities.
  • Core premise:
    • There is no single solution to dropout prevention or attendance improvement; success comes from a multimodal program leveraging multiple strategies.
    • Best practices include collaboration, incentives/sanctions, family involvement, supportive context, and ongoing assessment/evaluation.
  • Aim of the document:
    • Present the Fifteen Effective Strategies, show how they work together, and offer model programs and resources to guide local policy and practice.
  • Structure of the Fifteen Strategies (grouped into four general categories):
    • School and Community Perspective
    • Early Interventions
    • Basic Core Strategies
    • Making the Most of Instruction
  • Note on dependencies and overlap:
    • Strategies may be implemented stand-alone (e.g., mentoring, family engagement) but are most effective when included in a district-wide program improvement plan that covers most or all strategies.

The Four General Categories and Their Roles

  • School and Community Perspective
  • Early Interventions
  • Basic Core Strategies
  • Making the Most of Instruction
  • Three baseline strategies (as a foundation for all others):
    • Systemic Renewal
    • School-Community Collaboration
    • Safe Learning Environments
  • Relationship among categories:
    • Early Interventions, Basic Core Strategies, and Instructional Practices are embedded within a framework of Systemic Renewal, Safe Learning Environments, and School-Community Collaboration to support attendance and reduce truancy.

Category 1: School and Community Perspective

  • General Definition:
    • Schools do not exist in isolation; they are integral to their communities and require business and community support to succeed.
    • Attendance and truancy are community problems and require community-wide engagement for prevention and remediation.
  • Key baseline strategies (within this category):
    • Systemic Renewal
    • School-Community Collaboration
    • Safe Learning Environments
  • The four general strategy groups are designed to be implemented together within school and community contexts.
  • Notable quotes (referenced in the text):
    • Epstein & Sheldon (2002): Present and accounted for—improving attendance through family and community involvement.
    • Gullatt & Lemoine (1997): Truancy is a school-and-community issue, not just a school problem.
    • Heath and business/education stakeholders emphasize community-wide responsibility for attendance.
  • Publications (representative):
    • Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. The Journal of Educational Research, 95(5), 308-318.
    • Gullatt, D. E., & Lemoine, D. A. (1997). Assistance for the school administrator concerned about student truancy. ERIC Digest.
    • Wagstaff, M., Combs, L., & Jarvis, B. (2000). Solving high school attendance problems: A case study. The Journal of At-Risk Issues, 7(1), 21-30.
  • Model Programs (examples and descriptions):
    • Project Intercept: Restructures teaching philosophies to address at-risk students; two-part program (one-week training + year-long visits for critique/demonstration); aims to develop turnkey trainers; core group of 10-15 faculty; contact: James E. Loan.
    • MicroSociety: A school-wide reform model adopted in 250+ schools; students run a microcosm of the real world; attendance, motivation, and climate improvements described; contact: Carolynn King.
    • Pablo Elementary School (K-5): Attendance improved from 78% to 92% (goal 95%); monthly celebrations; family involvement; targeted communication when absent; contact: Andrea Johnson.
  • Web sites (pages registries and clearinghouses mentioned):
    • NCSE Truancy Program Registry: truancyprevention.org
    • Model Programs Database: dropoutprevention.org/modprog/modprog.htm

Category 2: Early Interventions

  • General Definition:
    • Early identification of poor attendance and truancy is crucial; problems often begin in elementary grades; interventions are most effective when initiated early (birth through school years).
  • Subcategories (interventions targeted to younger ages and early experiences):
    • Family Engagement
    • Early Childhood Education
    • Early Literacy Development
  • Publications (representative):
    • Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for… (see above) – emphasizes family and community involvement.
    • Barnett (1995) on long-term effects of early childhood programs on cognitive and school outcomes.
    • Fashola & Slavin (1997) on promising programs for elementary/middle schools.
  • Model Programs (examples):
    • HIPPY (Home Instruction Program for Preschool Youngsters): Home-based early childhood program; parent as teacher; paraprofessional support; aims to strengthen literacy and problem-solving; contact: HIPPY USA.
    • Truancy Assessment and Service Centers (TASC): Early identification and community coordination to prevent continued unexcused absences; targets K-5; contact: Leah Courville (LSU program).
    • Dallas ISD Attendance Improvement and Truancy Reduction Program: Prevention and intervention services; Parent Information Forums; court process coordination; attendance increased, leading to funding increases; contact: Martha Hawkins.
  • Notable outcomes cited:
    • Dallas ISD reported attendance rate improvements and increased per-pupil funding tied to attendance gains (e.g., 93.3% baseline to 94.8% over years).
  • Web sites:
    • National Department resources and service-learning guides referenced (Check Families, etc.)

Category 3: Basic Core Strategies

  • General Definition:
    • Middle and high school interventions targeting at-risk students; these strategies provide dynamic and meaningful learning opportunities across settings to keep students in school.
  • Subcategories:
    • Mentoring/Tutoring
    • Service-Learning
    • Alternative Schooling
    • After-School Opportunities
  • Publications (representative):
    • DuBois et al. (2002): Effectiveness of mentoring programs for youth – meta-analysis.
    • Tierney & Grossman (1995): Big Brothers/Big Sisters impact study (summary results on truancy reduction).
    • Garman (1995) on civic education through service learning.
  • Model Programs (examples):
    • Check & Connect (Institute on Community Integration, University of Minnesota): Monitor/mentor model for at-risk students; two-year focus; targets engagement indices (attachment, achievement, attendance); contact: Institute on Community Integration, UMN.
    • Coca-Cola Valued Youth Program (IDRA): Cross-age tutoring with pay; aims to reduce dropout risk by improving self-concept and academic skills; emphasis on home-school partnerships; contact: Ricardo Rodriguez, IDRA.
    • Placer County Peer Court: Truancy citations handled via youth panel; outcome includes reduced hearings and non-court referrals; contact: Karen Green, Placer County Peer Court.
    • Lowell Middlesex Academy Charter School (LMACS): Social support curriculum, life skills, and school-to-career transitions; outperformed state averages on MCAS; contact: John Roberts.
  • Other examples and contexts: synthesized descriptions of district-level implementation and outcomes.
  • Web sites:
    • Northwest Regional Educational Laboratory (NWREL) National Mentoring Center: mentoring program support
    • MENTOR/National Mentoring Partnership: mentoring initiatives expansion

Category 4: Making the Most of Instruction

  • General Definition:
    • Focus on classroom practices that leverage learning styles, increase teacher knowledge, and integrate technology to boost engagement and attendance.
  • Subcategories:
    • Professional Development
    • Active Learning
    • Educational Technology
    • Individualized Instruction
    • Career and Technical Education (CTE)
  • Publications (representative):
    • Haycock (1998): Good teaching matters.
    • Howard (2002): Insights into effective teaching for at-risk students.
    • National Commission on Teaching and America's Future (1996): What matters most: Teaching for America’s future.
  • Model Programs (examples):
    • High/Scope Approach: Activity-based learning for youth 14-17; emphasis on choice, plan-do-review, and student-led projects; demonstrated links to higher graduation and postsecondary pursuit; contact: High/Scope Educational Research Foundation.
    • Alee Academy (Lake County, FL): Nontraditional learning environment with competency-based curriculum; includes life skills, work-site training, and service-learning; notable for growth in graduation rates and test scores; contact: Alee Academy.
    • Educational options programs (Examples): Options Academy—Wokini; Southtowns Academy (Erie 1 BOCES) with multiple programs including an alternative pathway for students; contact details provided in the document.
  • Other instructional innovations:
    • School-based enterprises (e.g., Go-Hawk Graphics) as hands-on work experiences that contribute to graduation credits and real-world skills.
  • Web sites:
    • National Board for Professional Teaching Standards (NBPTS): Teaching quality standards
    • National Staff Development Council (NSDC): Professional development for educators
    • A variety of technology-focused education resources (eSchool News; Electronic School; ITEA) referenced as sources for tech integration and best practices

Additional Context: Format, Use, and Resources

  • Format and Use of the NDPC/N Report:
    • Each strategy section includes a general definition, a relevant quote linking to attendance/truancy, publications, model programs, and websites.
    • Many model programs appear in the NCSE Truancy Program Registry and the NDPC/N Model Programs Database.
    • Local leaders are urged to review the information to guide attendance policies and practices and contact model program coordinators for implementation guidance.
  • Key quotations embedded in the document (for context and framing):
    • Epstein & Sheldon (2002): Attending to family and community involvement to improve attendance.
    • Gullatt & Lemoine (1997): Truancy is a community-wide issue requiring broad collaboration.
    • Wagstaff et al. (2000): Systemic renewal requires climate, relationships, engaging content, and procedures.

Model Programs: Representative Details and Outcomes Across Categories

  • Systemic Renewal and related models (examples):
    • Project Intercept: School-wide teaching philosophy reform with trained teams; aims to develop turnkey trainers; contact: James E. Loan.
    • MicroSociety: School-based microsociety with student-run roles; reported benefits across attendance, motivation, and climate; contact: Carolynn King.
    • Pablo Elementary School (Ronan, MT): Attendance up to 92% with 95% attendance goal; family involvement; contact: Andrea Johnson.
  • Early Interventions (examples):
    • Dallas ISD Attendance Improvement and Truancy Reduction Program (A.I.T.R.P.): Attendance improved; court processes; Parent Information Forums; resulted in a per-pupil funding increase; contact: Martha Hawkins.
  • Mentoring/Tutoring (examples):
    • Check & Connect (UMN): two-year monitoring for truants/tardy students; aims to increase school attachment and persistence; contact: Institute on Community Integration, University of Minnesota.
    • Coca-Cola Valued Youth Program (IDRA): cross-age tutoring; up to four elementary students tutored by at-risk older students; focus on self-esteem and academic success; contact: Ricardo Rodriguez.
  • Service-Learning (examples):
    • Earth Force (EF): youth civic engagement and environmental stewardship; impact on civic action and problem-solving; contact: Earth Force.
  • After-School Opportunities (examples):
    • S.T.A.R. (Student Transition and Recovery) Program (Georgia): four program elements before/after school; reduced police-assisted calls significantly; large state cost savings projected; contact: Craig Mims.
  • CTE/Technical Education (examples):
    • Sinclair Community College Fast Forward Center: three components (basic skills, technical training, life skills); supports students with multiple pathways; contact: James Brown.
  • Additional examples and networks:
    • eSchool News; NSDC; NBPTS; ITEA; NSACA; afterschool networks

Notable Metrics, Theoretical Points, and Implications

  • Quantitative references and impacts:
    • Attendance as a predictor of dropout and a crucial metric for schools’ AYP status under NCLB (2002).
    • Notable program outcomes include significant reductions in truancy, improved attendance, higher graduation rates, and improved standardized test scores in various models (e.g., PR program results, King County Truancy Court outcomes, LMACS MCAS performance).
    • Dallas ISD’s attendance improvements correlated with increased per-pupil funding—illustrating policy and funding incentives tied to attendance gains; specific numbers cited include shifts in attendance baseline (e.g., from 93.3% to 94.8%) and overall funding impacts.
  • Conceptual and ethical implications:
    • The need for holistic solutions that involve families, schools, and communities to address truancy and dropouts.
    • Balancing punitive measures (sanctions) with supportive interventions (family engagement, mentoring, tutoring).
    • Equity considerations in access to after-school programs, technology, and family participation.
    • Emphasis on early intervention to mitigate long-term negative outcomes.

Key Quotes and References (selected)

  • Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement.
  • Gullatt, D. E., & Lemoine, D. A. (1997). Assistance for the school administrator concerned about student truancy.
  • Gillatt, et al. on truancy costs for businesses and taxpayers. Garry, 1996: Truancy is costly to communities.
  • Epistemic point: Systemic renewal requires understanding the connectedness of climate, relationships, content, and policy (Wagstaff, Combs, & Jarvis, 2000).

Quick Reference: Practical Takeaways for Practice

  • Use a multimodal approach: combine several strategies to address attendance and truancy.
  • Build a robust school-community collaboration system for sustainable impact.
  • Invest in early interventions to prevent entrenched attendance problems.
  • Incorporate evidence-based mentoring, tutoring, and service-learning to engage students.
  • Leverage instructional improvements (professional development, active learning, and educational technology) to support attendance and engagement.
  • Evaluate programs with clear metrics (attendance rates, suspensions, course engagement) and adjust accordingly.

Public Resources and Contacts (selected)

  • Model program registries: NCSE Truancy Program Registry (truancyprevention.org) and NDPC/N Model Programs Database (dropoutprevention.org/modprog/modprog.htm)
  • Model program coordinators and district contacts are listed in the respective program descriptions (e.g., Project Intercept, MicroSociety, Dallas ISD A.I.T.R.P., TASC, PR program, JUAT, etc.).
  • Web resources cited include: Americas Promise, Communities In Schools, Public Education Network, and other national organizations focused on family, community, and school partnerships.

Conclusion

  • The Fifteen Effective Strategies offer a comprehensive framework to reduce truancy and improve high school graduation rates while acknowledging the interplay of school structure, family engagement, community involvement, and instructional quality. Effective implementation requires systemic renewal, collaborative partnerships, safe learning environments, and coordinated interventions across early childhood through secondary education.