Truancy A Case Study Essay

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…PoliciesandproceduresperceivedbyschoolleaderstoreducetruancyinapubliccharterschoolAlixDesulmeB.A(St.ThomasUniversity)2004M.S(St.ThomasUniversity)2006AProposalPresentedinPartialFulfillmentOftheRequirementsfortheDegreeofDoctorofEducationUniversityofNewEngland3/14/2018Chapter1IntroductionStudenttruancyisagrowingproblemintheUnitedStates.Overthelasttwentyyearsthetruancyrateshavegrownnationwidewiththehighestratesininnercities(Jacob&Lovett,2017).Researchindicatesthatstudenttruancyleadstopotentialsociallydeviantbehaviorinadulthood(Dronkers,Veerman,&Pong,2017).Manystudentswhoareabsentforprolongedperiodsaremorelikelytoperformpoorlyacademically,riskingfailureinclassesandfacingdisciplinaryaction.Characteristicsofschoolswithhightruancyratesareuseofonlypunitivetruancyprograms,lackofalternativestudyoptionsforsuspendedstudents,andlackofcounselingandtutoring(Bye,2010).Thereareschoolsthathavebeendoingwellinmaintaininglowtruancyrates,however.Thoseschoolsgivestudentstheoptionfortutoring,allowdistancelearningforsuspendedstudents,andtakeonamixtureofpunitiveandnon-punitivemeasures(Duarte&Hatch,2014).Withanationalrankingof764andaFloridarankingof66,CharterSecondarySchoolisconsideredoneofthebesthighschoolsinthestateregardingstudentattendanceratesandoverallschoolparticipation(GreatSchools!,2017).Theschoolhasalowtruancyamongminoritystudents,whichisanotableanddistinctivequality,makingitananomalyinthesurroundingarea(GreatSchools!,2017).Firstestablishedin2005,CharterSecondarySchoolofMiamiShoreisapubliccharterschoolbuiltontheBarryUniversityCampus,sittingon5acresofproperty(GreatSchools!,2017).ItisinMiamiShore,anareaofFlorida.Thecurrentenrollmentnumberstandsat599andthecampustypeissuburban(GreatSchools!,2017).TheschoolmascotaretheHawks.RateAasacollegepreparatoryschool,theschoolholdsamunicipalcharterviaVillageofMiamiShoresthatservesstudentsfromgrades6-12(CharterSecondarySchoolofMiamiShores,2007).Initsearlyhistory,CharterSecondarySchoolwasoriginallyamiddleschoolestablishedin1997underthename,MiamiShores/BarryUniversityCharterSchool(CharterSecondarySchoolofMiamiShores,2007).ThenineportablestructuresthatcomprisedtheschoolservedasanalternativeforMiamiShorestudentsthatwouldotherwiseattendHoraceMannMiddleSchool(CharterSecondarySchoolofMiamiShores,2007).However,after8years,theschoolsecuredmorefundingandin2005,renamedtheschool.TheschoolgainedapermanentstructurethankstothedonationsgivenbythecitizensofMiamiShoresandadditionalfundsfromtheNorthDadeMedicalFoundation.DCSdrawsfundsfromtwoseparatestreams.OnepartofthefundingcomesfromabondissueapprovedbyVillageresidentsandalargetwo-yeargrantgivenbytheNorthDadeMedicalFoundationforFY2006and2007.DCSraisestheremainderofitsoperatingexpensesfromthestatethroughitsFTEfunding(asetamountforeachstudentintheclassroomperday)andthroughthecollectionofstudentfeesforsuchthingsasmaterialsandtrips(CharterSecondarySchoolofMiamiShores,2007).Theschoolhas31full-timeteachersforastudentpopulationof598studentsthatreflectaratiooflessthan20studentsperteacher(19:1)(USNEWS,2017).Thepercentageofeconomicallydisadvantagedstudentsliesat33%withminorityenrollmentof83%.AlthoughclassattendanceishighandthepercentageofstudentswhotestedforAPexamsat81%,thepercentageofstudentswhopasstheAPexamsis47%,orlessthanhalf.EnglishandMathematicproficiencylevelslieat70%and68%respectively,whichisabovethedistrictandnationwideaverage(USNEWS,2017).WithaCollegeReadinessIndexof48.8,theschoolhasroomforimprovement.Whilestudentsearnaveragetestscoresoverall,studentswhoattendDoctorsperformbetterthanstudentsatotherschoolsinthesamedistrict(USNEWS,2017).ThedistrictaverageforEnglishproficiencyis50%andMathematicsproficiencyat37%.Thedistrictaverageforcollegereadinessisat44.7.Thisdatarepresentsassessmentsconductedat113schoolsfor113,242students(USNEWS,2017).Withagraduationrateof98%,CharterSecondarySchoolofMiamiShoresprovidesacaseworthyoffurtherstudy.UnderstandingtheReasonsforTruancyThereareseveralreasonsfortruancyandtheyareoftencomplexandvaried.Researchontruancysuggeststhatanegativeschoolenvironment,studentbehavior,familyeconomicstatus,andmentalhealthproblemsarekeycontributors(Dronkers,Veerman,&Pong,2017)(Dembo,Wareham,Schmeidler,Briones-Robinson,&Winters,2014).Anegativeschoolenvironmentcancauseproblemsforstudentswishingtolearn.SchoolsinMiamioftenhavelargeclassrooms,makingitdifficultforstudentstofocusinclassandreceiveattentionnecessaryforunderstandingthecurriculum(Losen,2015).Ifforexample,astudenthasquestionsorneedsexamplesforaspecificassignmentinclass,theteachermaynothavethetimeorpatiencetodealwiththatstudentwhenheorshemustdealwith29otherstudentsallneedingthesamelevelofattention.Manyschoolsacrossthecountryhavestrictpoliciesregardingdisruptivestudentbehaviorthatcouldlandastudentundersuspensionoreven,expulsion.Severalfactorscouldcausedisruptivebehavioramongstudents(Losen,2015).Onecommonreasonispoverty.highlevelsofpovertyhaveanegativeeffectonschoolbehavior.Thisisattributedlargelytothechronicandacutestressexperiencedbystudentslivinginpoverty.Theexposureisassociatedwithexternalizingbehaviorsthataredisruptiveinschoolsettings(Hutcheson,2014,p.1).Studentsfacingpovertymaybepartofanunstablehousehold.Theymayendureproblematicandabusiveparentsandhavetodealwithlackofresources.Thesestudentsneedachanceeverynowandthentolearnfromtheirmistakesandreceivethehelpandresourcesthatcouldmakeapositivedifferenceintheirlives.Instead,theyaresuspendedorexpelledandnotgivenachancetoimprove.Highratesofsuspensioncanlendtoahigherrateoftruancy.ThebifactorstructurereflectedageneralfactorofProblemsinBehavioralEngagementandtwogroupfactors:ProblemsinSocialEngagementandProblemsinAcademicEngagement(Barghausetal.,2016,p.154).Researchersnotestudentsoftenmaynothaveproblemsacademically,butinsteadsocially.Theymaynotfeelcomfortableengagingwithotherstudentsduetofearofjudgementorinabilitytoproperlysocialize.Providingstudentswiththetoolstobothengagesociallyandacademicallycanallowforahigherpercentageofacademic-basedpositiveoutcomes.Studentinterestmayalsoplayakeyroleintruancy(Dronkers,Veerman,&Pong,2017).Thisisbecausesuspensionsandexpulsionsmayimpactstudentinterestinanegativeway.Whenstudentsreceivesuspensions,theyhavenoaccesstotheschoolwork.Whenthesuspensionends,dependingonhowlongthetimeoutofschoolwas,theymayhaveincreaseddifficultycatchingupwiththeclass(Reid,2014).Ifthereisnooptiontocompleteschoolwork,andtheycannotgotoschoolorcontacttheteacherforassignments,itmayputthesekindsofstudentsatanautomaticdisadvantage(Reid,2014).Thisisespeciallythecaseiftheyhaveahardtimeacademicallyalready.Tofallbehindinschoolworkwhenthestudenthasexperiencedlowgradescouldsetbackastudentandcouldendupinhavingfailuresinclasses(Reid,2014).Byexploringincentivetheoryofmotivationandresearchshowingtheconnectionbetweenexpulsion/suspension,interest,andtruancy,thehopeistoofferclarityinwhytruancyratesarehighandwhatcanbedonetocounteractit.Theseproblems:negativeschoolenvironment,studentbehavior,familyeconomicstatus,mentalhealthproblem(Dronkers,Veerman,&Pong,2017)(Dembo,Wareham,Schmeidler,Briones-Robinson,&Winters,2014)mustbeaddressedfortruancyprogramstobeeffective.Thescopeoftheproblemsassociatedwithtruancyislarge.Forthepurposeofthisstudy,thespecificfocuswillbeschool-basedpoliciesandproceduresthatmaymitigateorreducetruancy.Withoutapropersynthesisofthereasonssurroundingtheproblem,therewillbelimitedunderstandingabouthowtoapproachthestudy.Therefore,itisimportanttostatethescopeofproblemtodefinethefocusandimprovethequalityofthestudy.StatementoftheProblemTruancyratesintheUnitedStatesareagrowingproblem(Monahan,VanDerhei,Bechtold,&Cauffman,2014).Whetherastudentisabsentduetoasuspensionorbecausetheywillinglychoosetobeabsent,theproblemhasbecomeworthyofresearchandpossibleintervention.Theproblemaddressedbythestudyis:Educationalleadersmayhaveimplementedpoliciesandproceduresinpubliccharterschools,butdocumentationaboutwhicharemosteffectiveandwhytheyareislargelyabsentCurrentpolicieshaveenabledhighertruancyratesduetothezero-toleranceaspectthatenablesharsherandstricterpunishmentofstudentbehavior.Sincethe1990s,implementationofzerotolerancepoliciesinschoolshasledtoincreaseduseofschoolsuspensionandexpulsionasdisciplinarytechniquesforstudentswithvaryingdegreesofinfactions(Monahan,VanDerhei,Bechtold,&Cauffman,2014,p.1110).Whenstudentsaresuspended,orexpelledfortheirbehavior,theymayhaveatoughertimecatchingupinschoolandsucceedingintheiracademicendeavors.Thiscanleadtootherproblemsdownthelineasstudentsmatureandbecomeadults.Researchsuggeststheexperienceofsuspensionorexpulsioncouldleadtoillegalbehaviorthatisassociatedwithacriminalrecord.Beingsuspendedorexpelledfromschoolincreasedthelikelihoodofarrestinthatsamemonthandthiseffectwasstrongeramongyouthwhodidnothaveahistoryofbehaviorproblemsandwhenyouthassociatedwithlessdelinquentpeers(Monahan,VanDerhei,Bechtold,&Cauffman,2014,p.1110).Whenschoolsexpelandsuspendstudents,schoolleadersaddtothetruancyratesoftheschool.Negativebehaviorsassociatedwithtruancymayincrease.Thezerotolerancepoliciesofschoolshavebecomethemaincauseforconcerninthesegrowingcasesofsuspensionandexpulsionbecausetheyareconsideredpunitivemeasures(Schargel,2014).Therefore,policiesneedtobechangedtoaddressthisproblem.Todoso,onemustexamineschoolslikeCharterSecondarySchooltodeterminewhatstepstotaketomakeapositivechange.Althoughtruancydoesnotdirectlyleadtocrime,itoftenhasahighcorrelation(Schargel,2014).PurposeoftheStudyEffectiveschoolpoliciesthatimproveattendancemaycontainprocessesandoptionsthatprovidesuchsupportandvariability.Withoutunderstandingsuchaspects,littlehelpcouldbegeneratedandimplementedtohelpstudentsinneedandhelpthemavoidhightruancyrates.Thepurposeofthestudyistounderstandschoolleadersperspectivesabouthowpoliciesandproceduresreducetruancyandimprovestudentattendance.ByinterviewingkeystaffinCharterSecondarySchool,apubliccharterschoolwithlowtruancylevels,informationoneffectivepoliciesandprocedurescanbegathered.Thesefindingsmayprovideabetterunderstandingofwhatschoolleadersinotherschoolscandotoimprovetruancy.Attendanceplaysalargepartinfacingsuspensionandperformingwellacademically(Schargel,2014).Researchabouttruancyreductionsuggestsstudentswithmoreattendanceoptionsmaybeabletoovercomedifficultiesthatcontributetotruancy(Reid,2014).Effectiveschoolpoliciesthatimproveattendancemaycontainprocessesandoptionsthatprovidesuchsupportandvariability.Withoutunderstandingsuchaspects,littlehelpcouldbegeneratedandimplementedtohelpstudentsinneedandhelpthemavoidhightruancyrates.Thisareaofresearchwillbeexploredintheinterviewsectionandresults.CharterSecondarySchoolhasbetterattendanceandbetteracademicperformancecomparedtoalltheotherschoolsinthedistrict(onaverage).Furthermore,mostofthestudentsareminorityornon-white.Thisschoolisaperfectstartingpointforinvestigationintoeffectiveschoolpolicies.Examinationofothersuccessfulschoolsshouldprovideameasureofeffectivenessneededtounderstandbetterwhatstrategiescanimproveattendance.Itcanalsoshowhowotherschoolshandlethingslikeminoritymajorityandlocationofschoollikeanurban,rural,orsuburbansetting.ResearchQuestions1.WhydoesDCShavealowtruancyrate?2.WhattheoreticalframeworkservesasthefoundationforpoliciesatDCS?QualitativeStudiesandInterviewsThestudyisaqualitativeonethatfocusesontheuseofinterviewstocollectqualitativedata.Theinterviewhastodaybecomeoneofthemostwidespreadknowledge-producingpracticesacrossthehumanandsocialsciencesingeneralandincriticalpsychologymorespecifically(Brinkmann,2014,p.1008).Interviewscanrangefromformalinterviewsorinformalinterviews.Theycanbedoneface-to-face,overthephone,orovertheinternet.Formalinterviewshaveastructuretothemwheretheresearcherasksaquestionandtheparticipantanswers.However,ininformalinterviews,therecanbediscussionanddoesnothavetosticktothequestionsasked(Brinkmann,2014).Mostqualitativeinterviewshavesomestructuretothemandarelabeled,semi-structured.Mostqualitativeinterviews,however,aresemi-structured.Inasemi-structuredinterview,theresearcherprovidessomestructurebasedonherresearchinterestsandinterviewguidebutworksflexiblywiththeguideandallowsroomfortherespondentsmorespontaneousdescriptionsandnarratives(Brinkmann,2014,p.1008).ThereisaneedtounderstandfromthestafforschoolleadersperspectivesthatworkatCharterSecondarySchoolwhatimprovementshavebeenmadeandwhatkindofschoolenvironmentsuchpoliciespromote,thiscangiveagoodpictureofwhatisbeingdonetoachievepositiveoutcomesforthestudentpopulationattending.Similarstudiesusinginterviewshavegatheredasignificantamountofinsightfulinformationthatallowsfortheabilitytoanswerimportantquestions(DeWitte&Csillag,2012)Usingfixedeffectsregressionsandcontrollingfortruancypeergroupeffects,weobservethattruancy(measuredasbothadiscretedummyvariableandacontinuouscountmeasure)positivelycorrelatestoearlyschoolleaving.Atruanthasa3.4percentagepointshigherriskofleavingschoolwithoutaqualification(DeWitte&Csillag,2012,p.549).Thepoliciessurroundingtruancyprogramsandhowacademicstaffreactallowforthemesdiscoveredthroughtheinterviewprocesstothenbecomparedtothemesfoundintheliteraturereviewtoseeifthereisauniversalthemeorconceptbeingappliedthatleadstosuccessfulacademicperformancebystudentsandgoodattendancerecords.Itisimportanttoallowstudentsandstafferstogivetheiropinionsaswellasenablediscussionofwhatcausedthepositiveornegativeopinion.Thiswillallowforeasieranalysisofresponses.Conceptualframework:Organizationalstructures,leadersvision,FamilySystemstheory,andMotivationtheoryTheideathattruancyisacomplexproblemallowsforfocusonthevariousnarrativesincorporatedinattemptsatunderstandingandresolvingtheproblem.Somanydifferentavenuespointtopotentialsolutions,however,experiencedenotesnegativeorpositiveoutcomes.Therefore,theleadersvisionoftheselectedschoolandofsuccessfultruancyprograms,willallowforascopeofwhatmaybevaluabletowardsreductionofstudenttruancyrates.Withintheconceptualframeworkliesthetheoreticalframework,incentiveandmotivationandfamilysystemstheory.Animportanttheorythatwillbeexploredinthisstudyistheincentivetheoryofmotivation.peoplearepulledtowardsbehaviorsthatofferpositiveincentivesandpushedawayfrombehaviorsassociatedwithnegativeincentives.Theincentivetheorysuggeststhatpeoplearemotivatedtodothingsbecauseofexternalrewards(Rehman&Haider,2013,p.141).Ifstudentsareincentivizedtoattendclassbyreceivingareward,thismaybeacrucialpartmissinginschoolswithhightruancyratesandmayexplainthedownwardspiralofsomestudentswhentheyarepunishedseverelyforbeingabsent.Familysystemstheoryisasystems-leveltheorythatallowsexplorationofapersonslifethroughthecontextofthefamilyandunderstandingtheindividualsfamilyasanemotionalunitcontributingtotheemotionalwellbeingoftheperson(Breda,2014).AtheoryintroducedbyDr.MurrayBowen,thetheorypostsfamiliesexistasinterdependentandinterconnectedindividualsthatcannotbeunderstoodinisolationfromthesystem(Breda,2014).Inthecaseoftruancy,ifastudentisperformingpoorlyinschoolandbecomesabsent,thiscouldbeduetofamilyresponsibilitiesathomesuchasgainingajobtoprovideforthefamilyortakingcareofanillparent.Familysystemstheoryallowsforidentificationofpotentialconnectionswithinthefamilythatcouldbecausingstressforthestudentleadingtotruantbehavior.AssumptionsThemainassumptionthatguidesthisstudyisthateffectivetruancypoliciesandproceduresarethecornerstoneforreductionintruancyrates.Otherassumptionsincludethenotionthathigherratesoftruancyleadtopooreracademicperformance.Whenstudentsfailtoattendclassvoluntarily,theyputthemselvesatgreaterriskofperformingpoorlyinschool.Thiscanhappenduetotheirinabilitytokeepupinschoolandlackofmotivationtocompleteassignments(Rollnick,2016).Theymaybeunwillingtoattendschoolduetomentalhealthproblems,anunstablehomelife,orphysicalhealthconditions.Anotherassumptionisthatstudentslivinginpovertyandminoritystudentsmayhaveamoredifficulttimewithschoolduetoaturbulenthomelifeanddealingwithinstitutionalizedracism.Althoughthisisnotatopicthatwillbecoveredin-depthinthispaper,itisimportanttorecognizethedifficultiesthatcomefromlackofresourcesandpotentiallybeingaminorityandseehowthatcouldaffecttruancyrates.Thiscouldlendtocreationandimplementationofevenmoreeffectiveschoolpoliciesthatcanultimatelyreducetruancyratesandmaintainthemlowinthefuture.LimitationsThestudywillbelimitedtoonepubliccharterschooltounderstandhowtheschoolmaintainsalowertruancyrate.Anotherlimitationisthenumberofpeopletointerviewforthestudy.Becausetheinterviewisqualitativeandin-person,notmanypeoplecanandwillbeavailabletoanswerquestions.ThestudyisalsolimitedtothechoolswithintheUnitedStates.TheliteraturereviewwillonlyexaminehowAmericanschoolshandletruancyandpolicesthateitherdecreaseorincreasetruancyrates.Thefinallimitationisparents.Althoughparentalopinionmaybehelpful,itwouldbebettertoleavetheinterviewstostudentsandstafferswithparentsgivingpermissiontothestudenttospeak.Nootherlimitationsarenoted.ScopeoftheStudyThestudyisqualitativeandwilluseinterviewswithschoolstafftocollectdata.InterviewtranscriptswillbeanalyzedtoidentifyunderlyingthemesfromrespondentsoftheCharterSecondarySchool.Byaskingquestionsthehopeistounderstandwhateffectivepoliciesareinplacethatallowsforbetterattendanceratesthanotherschoolsinthedistrict.Interestingly,theschoolalsofaresbetterregardingacademicscoresandhasahighgraduationrate.Iflocationplaysapart(itisinasuburbanarea),thisshouldbeexploredviatheinterviewquestionstogainabetterunderstandingofallaspectsofeffectivepolicywithintheschool.Theliteraturereviewprovidesafoundation,theinterviewsprovidethedata.Asidefromthequalitativeinterviews,theliteraturereviewwillserveasacomparativeguidetonotonlybasesomeofthequestions,butalsocomparethedatagarneredfromtheinterviews.Ifothersuccessfulschoolshavesimilarpoliciesinplace,thiscouldserveasapotentialstandardthatcanappliednationallytohelpdecreasetruancyinallschoolsthroughoutthecountry.Theliteraturereviewwillalsoservetoprovideexamplesofpoliciesinschoolwithhightruancyratestoseewhatshouldnotbedone.Theresultswillalsobediscussedwithinthecontextofpotentialmodificationthatcanbemadetohelpimproveattendanceratesandacademicsuccessofstudentsevenfurther.Ultimately,itisimportanttoacknowledgewhatCharterSecondarySchoolhastoofferandseewhetherthatcanserveasagaugeforotherschoolsinthedistrict,anymaybe,inthecountry.Althoughthequalitativestudyissmall,onlyincludingsixstudentsandfourstaffmembersfromtheschool,itmayprovidethekindofinsightthatcannotbegatheredelsewhere.Useofdatabasesavailabletohighlightnationwidetruancyratesmayalsobeused,againasacomparativetool.SignificanceThestudycanbeanimportantstepinlearningwhatisworkableforschoolsaimedatreducingtruancyamongstudentsandwhatisnot.Furthermore,findingsmayleadtothisschoolandothersstandardizingeffectiveprogramsandpolicies.PublicschoolsacrosstheUnitedStatesneedtoknowthattheycanhavetheknowledgetoimprovetheirstudentpopulationsacademicprogressandattendance.First,however,theyneedtoseetheinformationthatprovescertainpolicyimplementationsworkandareworththetime,money,andeffort.Likeevidence-basedpracticeinnursing,staffneedtoseeevidenceofpoliciesthathavealreadybeenenabledandimplementedthathaveledtothesuccessofstudentsandtheimprovedratesofattendance.WhileithelpsseeingthestatisticsofasuccessfulschoollikeCharterSecondarySchool,itisevenmoresignificantifschoolsseethestepsittooktoreachthatlevelofsuccess.Thenthatcollectedinformationcanbecomparedtootherschoolsastoidentifywhatcoreprinciplesandactionshavebeenusedtoachievesuchapositiveresult.Growthandpositiveoutcomescanonlycomefromtestedandapprovedpractices.Theconceptualframeworkwillworkasaguidetoseeandunderstandifassumptionsandhypothesescanbeprovenordisprovenviacomparisonandanalysis.Researchersneedtocontinuetheirpursuitofinformationandanalysistoofferpotentialguidelinesanddirectionsforschoolsthatneedit.ThegrowingproblemoftruancyintheUnitedStatesrequiresathoughtfulandconsiderateassessmentofongoingissues.Theseissueswillcontinuetoremainprevalentunlessactionistaken.Actioncannotbetakenunlessthereissoundresearchandevidencebehindit.Lastly,studiesliketheonehereoffersananchorpointtoinvestigateotheraspectsofschoollife,schoolenvironment,andstudentbehavioralproblems.Ifstudentshaveproblemsduetostruggleswithsexuality,genderidentity,orevenpoliticalaffiliation,thiscouldalsobeinvestigatedinfuturestudies.Theresultscouldthenbeusedtospearheadchangesinpoliciessoon,leadingtocontinueprogressiontowardsasafeandpositiveschoolenvironment.DefinitionofTermsThetermsutilizedinthisstudyaredetailedbelow.TruancyWhenastudentstaysawayfromschoolwithoutasufficientreason;canbealsolabeledasabsenteeism.Dayssuspendedmaybeincludedintruancyrates.CharterSchool(intheUnitedStates)apubliclyfundedindependentschoolestablishedbycommunitygroups,parents,orteachersunderthetermsofacharterwithnational/localauthority.ExpulsionMeaningpermanentwithdrawing/exclusion,whenastudentisbannedorremovedfromaschoolsystem/universityduetoconsistentviolationsofaninstitution\\\'srules.However,itcanalsobeforasingleoffenseoffittingharshnessinextremecases.SuspensionRegardingschools,suspension(a.k.a.temporaryexclusion)isanobligatoryleavegiventoastudentasamethodofpenaltythatcanlastanywherefromasingledaytoaslongasseveralweeks,whereastudentcannotattendschoolorstepfootinsidetheschool(Kaufman&Kaufman,2013).ConclusionInconclusion,truancyratesareagrowingprobleminUnitedStatesschools.CharterSecondarySchoolisoneschoolthataimstoreducetruancyratesandhavedonesoaccordingtorecentstatistics.ByexploringCharterSecondarySchoolsschoolpoliciesandotherschoolpoliciesthatincreaseordecreasetruancyratesinFloridathestudyhopestounderstandwhatmaycausetruancyinschoolsandwhatreducesit.Ifbetterandimprovedhandlingofstudentissuesisthesolutiontotruancy,itneedstobeexplored.Thenextsectionisaliteraturereview.TheliteraturereviewwillfocusonimportantpoliciesalreadyinplaceinotherschoolsandhowthesepoliciescouldbesimilarordifferenttoCharterSecondarySchoolalongwiththenegativeeffectsofhightruancyratesandthecauseoftheseratesinschools.Thenextsectionallowsonetoseethroughrecentliterature,thesignificanceoftruancyandhowitconnectsschoolmeasureswithstudentbehavior.Someschoolstakepunitivemeasurestowardstruancy,otherstakenon-punitive,andstillmoretakeamixtureofboth.Whyaresuchmeasuresadopted?Theaimistounderstandthisandwhystudentsaretruant.Thereareseveralfactorsthatcanbeatplayfromenvironmenttomentalhealth,andsoforth.Theliteraturereviewwillbringintocontextmoreoftheseaspects.Withsomanyschoolsthroughoutthecountryexperiencinghightruancyrates,whatdoesCharterSecondarySchooldothatenableshighattendanceamongitsstudentpopulation?Whatpolicieshastheschooladoptedtosupportapositiveenvironmentthatmotivatesstudentstoattendschoolandlearn?Chapter2LiteratureReviewRoadmap:Thisliteraturereviewwillfocusonseveralkeytopicsbecausemanyreasonscontributetotruancy.Theseare:addressingschooltruancy,school-basedprograms,punitive/non-punitivetruancyprograms,studentandfamilycharacteristics,parentalengagement,tacklingtheschooltruancyproblem,typesofprogramslikeschool-basedprograms,problemswithcurrenttruancyprograms,characteristicsofsuccessfultruancyprograms,andtheoreticalframework:IncentiveTheoryofMotivationandFamilySystemsTheory.Thehopeistoilluminatethewaytowardsunderstandingtheproblemofschooltruancyandwaystoreduceit.Introduction:AddressingSchoolTruancyStudenttruancyhasbecomeamajorissueschoolstrytotackle(Rollnick,2016).Therefore,toimprovetruancytheneedarisestoresearchandcultivateworthwhilestrategiestoreducenegativebehaviorsthatleadtotruancy.However,thereisalsoaneedtounderstandwhystudentsaretruantinthefirstplace.Povertyandnegativeschoolenvironmentareissuesthathaveraisedconcernforthelikelihoodoftruancyinstudents(Reid,2014).Thissectionhopestoilluminatetheissueofstudenttruancy.Itbecomesdifficulttoidentifythecostsofbenefitsofvariousmeasures.Thosethatfallintothepunitivedisciplineisnecessarybecausetraditionalistviewsbelieveadherencetorulesleadstopositiveoutcomes(Rollnick,2016).Thoseinthecampofnonpunitivedisciplinedesiretodemonstratehowgivingstudentsoptionscanleadtobetterresultsnotjustintruancyrates,butthepersonalgrowthofthestudent(Rollnick,2016).Withallthestrategiesandmethodsavailable,itcanbedifficultforschoolleadstodeterminewhatmixtureofpunitiveandnonpunitivedisciplinewillwork.Thedesireistoshowthesuccessofprogramsand/orschoolsthathaveenabledareductionintruancyratesaswellaspoliciesineffectthatincreasetruancyratestodemonstratehowtoimprovestudenttruancy.School-basedProgramsAsidefromcreatingastrongerconnectiontocommunity,anotherwayschoolscanandhavehelpeddecreasetruancyratesisthroughtruancyreporting.Truancyreportingallowsstudentstobeassessedtoseeiftheyarehigh-risk(DeWitte&Csillag,2012).Becausetruancycanhaveaprofoundlynegativeeffectonstudentsinthelongterm,schoolshavebegunbecomingmorestringentontruancyreporting.Atruanthasa3.4percentagepointshiherriskofleavingschoolwithoutaqualification(DeWitte&Csillag,2012,p.549).Theresearchersnotethatbecausetruancyreportingallowsforbetterassessmentofat-riskyouth,itcanprovideameansofidentifyingpotentialproblemswithstudentearlyon(DeWitte&Csillag,2012).Thismakestruancyreportingapreventativemeasure.Suchapreventativemeasureappearstohavepositiveeffectsonstudentsatrisk..Theideaisstraightforward:ifstudentsarebettermonitoredwithrespecttotruancy,schoolscanidentifymoreeasilystudentsatrisk.Theresultsindicatethatimprovedtruancyreportingsignificantlyreducesschooldropoutby5percentagepoints(DeWitte&Csillag,2012,p.549).Tojumpstarttheprocessofhelpingstudents,schoolsmustfigureoutwaystohelpstudentsconnecttotheircommunity.Apreventativemeasureusedtohelpidentifyat-riskyouth,canhaveinterventionsthatleadtopositiveeducationaloutcomes(DeWitte&Csillag,2012).Schoolsliketheoneusedforthisstudyandthoselikeit,alreadyhaveinplacearobusttruancyreportingprotocol.Theruleswithinthisprotocolshowthatstudentscannotbeabsentmorethanafewdaysortheschoolwillbeinvolvedandwillcontactthestudentshousehold(DeWitte&Csillag,2012).Moreresearchshouldbededicatedtohowpreventativemeasurescanexpandtoincludeotherwaystoassessforat-riskbehavior.Thiscanincludelatenessforclass,missedhomeworkassignments,andsoforth(Reid,2017).Ifthiscanbedone,thismayfurtherallowforagreaterassessmentofpotentialtruancyproblemsinthefuture.Applyingresearchtopracticeispopularinhealthcare,perhapsitcanalsobecomepopularineducationasmoreinformationcomesoutonhotbuttontopicslikestudenttruancy(Reid,2017).PunitivePunitivemeasuresfortruancycanbeseenthroughtheintroductionofthird-partypolicinginschools.Third-partypolicingisanapproachtocrimepreventionandcontrolinvolvingthepolicepartneringwithorganizationsorindividualstopreventorreducecrimeproblems(Nitschke,Mazerolle,&Bennett,2014,p.5211).Relyingonavailablecriminal,regulatory,orcivillawsandrules(legallevers)thatallowthirdpartiestotakeaccountability,partially,forcontrolofcrime,itcreatesanenvironmentwhereapprehensionofproblemstudentsisfeasible(Nitschke,Mazerolle,&Bennett,2014).Thismayhelpschoolsdealwiththegrowingdelinquencyinstudents,butmayalsomakeiteasierforstudentstobecomepartofthecriminaljusticesystematanearlyage.Punitivemeasurescanalsobecostlier(Nitschke,Mazerolle,&Bennett,2014).Thisisbecausepunitivemeasureslikeexpulsionorsuspensioncanfurtherincreasethelikelihoodofstudentsbeingtruantandperformingpoorlyacademically(Shelton,2014).Studentsmustbeguidedtowardsapositiveoutcomeandthatmeansreducingthebeliefthatpunitivemeasureswillkeepstudentsfrombeingtruant.Althoughshort-termresultsmayindicatereduction,thelong-termeffectscouldbemorenegativeandlong-lasting(Shelton,2014).Sheltonmentionedthatstudentswhofacepunitivemeasuresmayhaveahigherchanceofcommittingcrimesversusthosewhofacednon-punitivemeasures.Whilesomeresearchsuggestspolice-interventionregardingtruancycanhelpstudentsinthatparentsaremoreawareofwhathappenstothem,therearestillmanyfactorstoconsiderinrelationtoefficacy.Forexample,police-interventionmayleadtohigherparentalawareness,butalsoincreasedpotentialfortruantstudentstoendupinthejuvenilecriminaljusticesystem(Mazerolle,Bennett,Antrobus,&Eggins,2017).Amixtureofbothpunitiveandnon-punitivemeasuresmaybemostbeneficialintacklingtheproblemoftruancy.Non-PunitivePunitivemeasuresfortruancyhavetheirplaceinschools.However,researchshowsnon-punitivemeasuresarealsousefulandofferachanceforstudentstoimproveandremovesomeofthestigmaattachedtopastmistakes(Reid,2017).Successfulprotocolsintegrateflexibilityintostandardmethodstohelptheschool,family,andstudent.Suchprogramsunderstandindividualstudentsneedsanddowhateverisessentialtoassistthefamilyandstudentinvolvedintruancy(Mallett,2015).OnestudyinAustraliaaimedtounderstandtruancyandtheeffectsoftruancytogenerateprogramsthatallowedforeffectivemeasuresatreducingtruancyratesamongstudents(Taylor,Gray,&Stanton,2016).Thisshowsthatwithproperresearch,non-punitiveoptionsarefeasible.However,theymustbedoneinconjunctionwithsignificantresearchthatallowsabetterunderstandingoftheneedsofstudentswhoparticipateintruancy(Mallett,2015).Theexpectationisthatnon-punitivemeasuresaremoreeffectivethanpunitivemeasures.However,ifthereisnosignificantdifference,non-punitivemeasuresmustbeassessedforefficacy.Haight,Chapman,Hendron,Loftis,&Kearney(2014),demonstratedhownon-punitivemeasureslikeatruancyprogrammaynotworkifakeyprocessisnotimplemented.Meaning,ifthereisnoskill-buildingaspecttotheprogramliketutoring,thechancefortruancytodecreasedeclines.StudentCharacteristicsTruancycanhavealastingimpactonthelifeofastudent.Schooldropouthasbeenextensivelystudiedintheliteratureasacorrelateofnegativelifeoutcomes.Aprecursortoschooldropoutistruancy,theunexcusedorillegitimatestudentabsencefromschool(Rocque,Jennings,Piquero,Ozkan,&Farrington,2016,p.592).Studentsmaybeabsentortruantduetoamultitudeofreasons.Researchersidentifiedthroughafewexaminedstudies,thatstudentswhoareoftenmoretruantthanothers,maybemoreinvolvedincrime(Shelton,2014)(Shute&Cooper,2014)(Virtanen,Lerkkanen,Poikkeus,&Kuorelahti,2014).Suchinvolvementpointstothenegativecorrelationoftruancyandlaterlifeoutcomeslikedelinquencyandcrime(Rocque,Jennings,Piquero,Ozkan,&Farrington,2016.Theresearchersalsostatetruancycanleadtoproblemdrinking.Resultsindicatethattruancyhaslong-lastingassociationswithnegativelifeoutcomes,especiallyfornon-violentcrimeandproblemdrinking(Rocque,Jennings,Piquero,Ozkan,&Farrington,2016,p.592).Ifaddictiveorcriminalbehaviorleadstotruancyandtruancycanfurtherleadtoaddictiveorcriminalbehavior,itseemsacyclethatjustfeedsitselfwithnegativeoverallbehavior.Thisisimportanttoknowbecausestudentsexperiencingaddictionproblemsorbecominginvolvedindelinquentbehaviorcanreceivehelptonotonlykeepthemfromengaginginsuchriskyactionswhilealsopositivelycontributingtoreductionintruancyrates(Rocque,Jennings,Piquero,Ozkan,&Farrington,2016).Essentially,thenotionthatfortheretobeareductionintruancyrates,schoolsmusthelpstudentsdealwiththenegativebehaviorstheyareengagingin,outsideofschool.Thesenegativebehaviorscouldcomebecauseofnegativeexperiences.Frombullyingtopooracademicperformance,studentsoftenexperiencestressthatcouldbedetrimentaltotheiracademicsuccess.Birkett,Russell,&Corliss,(2014)observetherolesexual-orientationdisparitieshaveonstudentsinrelationtoacademicachievementandtruancy.Throughtheutilizationofpoolinformation,theyidentifiedbeingpartoftheLGBTgroupaffectedratesoftruancyandacademicperformance.LGBT-identifiedyouthsreportedsignificantlyelevatedoddsoftruancyandlowgrades(oddsratios?=?1.63.2;allP?