Truancy

615 2nd Ave, Ste 275, Seattle, WA 98104
206.696.7503 | www.ccyj.org
P R O MO T IN G PO SI T I VE O U T C O ME S
Truancy Reduction:
Research, Policy and
Practice
Gina L. Cumbo, JD, MSW,
Project Coordinator, Center for Children & Youth Justice,
Hathaway Burden, BA,
Project Coordinator, Center for Children & Youth Justice, and
with the assistance of Ina Burke, BA,
Project Assistant, Center for Children & Youth Justice
Table of Contents
Introduction ............................................................................. 1
Truancy: A Washington State Perspective ....................................... 2
Why Truancy Matters: The High Cost of School Failure ................... 5
Why Some Students Fail to Attend School ...................................... 7
Characteristics of Schools with High Truancy Rates ....................... 10
Truancy Reduction: Theory, Policy, Practice & Programs ...... 12

Theory .......................................................................................... 13
The Three A's: A Framework for School Success ............................................................................ 13
Six Components of Effective Truancy Reduction Programs ........................................................ 13
Policy & Practice ........................................................................... 16

School Policies and Practices that Unintentionally Promote Truancy ................................... 16
School Policies that Encourage School Engagement ....................................................................... 17
Targeted Interventions: The Tiered Approach ................................................................................ 18
Ten Things A School Can Do To Improve Attendance .................................................................... 20
Fifteen Effective Strategies for Dropout Prevention....................................................................... 21
Programs ...................................................................................... 27
Truancy Program Checklist........................................................................................................................ 28
References ............................................................................. 29
Appendices ............................................................................ 42
A: Web Based Truancy Resources ................................................. 42
B: Evidence Based and Promising Programs ................................. 50
C: Evaluation Resources ............................................................... 53
D: WA Literature Reviews ............................................................ 57
E: WA Truancy Law ....................................................................... 60
F: WA Dropout Rates 2009-2010 .................................................. 62
Acknowledgements
The Center for Children & Youth Justice would like to thank the Bill & Melinda Gates Foundation for their
generous support of this project. Credit also goes to The National Center for School Engagement, Deborah
Feldman and Jennifer Rose who contributed to the editing of this resource.
Introduction
Truancy is a legal term that refers to a pattern of unexcused absences that subjects a student to Washington
State's compulsory attendance laws. Truancy is the result of multiple factors that may cause a student to
disengage from school and eventually drop out. Young adults who do not graduate high school are more
likely to be unemployed, chronically ill, poor, on welfare and/or incarcerated. Most students in Washington
who fit the legal definition of truancy, and are at grave risk for school failure, are never subject to juvenile
court intervention. For this reason, it is vital that comprehensive community and school-based strategies be
set in place to overcome the barriers to school attendance faced by students of all ages and in all
communities.
Research suggests that the long-term solution to the
dropout problem requires reforming educational
systems to prevent dropout, not just fixing students
identified as at-risk. An effective truancy intervention
protocol, program or policy quickly identifies youth
who may be at risk for school failure and provides an
intervention that is appropriate to that youths
particular circumstance.
This resource provides a summary of best practices in
truancy and dropout prevention, intervention and retrieval. It includes theory related to school engagement,
a framework for designing a multi-faceted approach to improve student attendance, as well as practical
information on program development and implementation. In addition to the summary of best practices, we
include information about other resources, both in Washington State and across the nation, which can be
accessed easily and for low or no cost to aid program administrators in developing the right approach to
improving attendance rates in their local community.
Our hope is that this resource will be useful to youth-serving system administrators by providing a starting
place for technical assistance around developing a successful approach to improving student attendance and
dropout prevention strategies. The information in this resource also provides necessary background about
truancy and dropout prevention for school district representatives, judicial officers, attorneys and other
juvenile court stakeholders charged with crafting appropriate, meaningful interventions for truancy court
involved students. Although we include information related to program development and implementation,
we intend this document to be more of a resource guide for system and school district administrators than a
how-to manual for school-based staff. Whenever possible, we provide citations to resources developed by
nationally recognized leaders in school engagement.
The truancy and drop out reduction strategies presented in this resource are applicable for school,
community and court-based programs. They are also appropriate for both pre- and post-truancy court filing
interventions because these strategies focus on the supports that all students need in order to be successful
and attend school regularly. These strategies are applicable across disciplines and are most effective when
employed in partnership with other service providers. Youth-serving entities cannot continue to work in
isolation. Collaboration makes economic sense and leverages resources and diverse expertise to maximize
benefits for students.
Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice
Truancy: A Washington State Perspective

There is no national definition of truancy from either an educational or a legal standpoint. Truancy is usually
defined as a pattern of unexcused absences from school causing a student to be subject to a states
compulsory attendance laws and possible court involvement. (National Center for School Engagement, 2006,
p. 3). Because truancy laws vary state to state, it is difficult to compare Washingtons truancy rates to that of
other states. (Baker, 2001a, 2001b; Cairns et al., 1989; Sommer, 1985). Studies indicate there is wide
variation in the definition of truancy and interpretation and implementation of truancy laws. These
variations make cross-state and even cross-jurisdictional comparisons difficult. (Cairns et al., 1989;
Rumberger, 1987; Sommer, 1985; Vera Institute of Justice, 2011).
In Washington, children and youth ages 8 to 18 years old are required to attend school. (RCW 28A.225.010).
The Becca Bill, Washingtons truancy law, mandates that the school, and later the court, intervene when a
student accrues unexcused absences. (RCW 28A.225 et seq). After the first unexcused absence, schools must
notify the parent(s). After the second unexcused absence, schools are required to schedule a conference and
determine an individualized plan to reduce the students unexcused absences. After five unexcused absences
in one month, a school has the option of either filing a truancy petition with the court or referring the student
to a Community Truancy Board (CTB). CTBs are operated by school districts or Educational Service Districts
(ESDs) with the help of trained community volunteers and specialists to provide families an opportunity to
avoid appearing in court on truancy matters by creating agreements between students, parents, and schools
to improve attendance. Washington State law mandates a truancy petition filing at seven unexcused absences
in one month or 10 in a school year.
It is difficult to determine accurate truancy rates in Washington State. This is due to variations in school
district methods of implementing the Becca Bill including differing interventions, timing of petition filings
and, until January 2012, definitions of absences. The 2011-2013 Washington State Biennial Operating Budget
required the Office of the Superintendant of Public Instruction (OSPI) to develop a statewide standard
definition for unexcused absences. In 2011, OSPI transmitted a statewide standard definition for an
unexcused absence to the Legislature. Beginning January 1, 2012, districts shall report absence rates by
school using this definition. An unexcused absence is now defined as "any absence from school for the
majority of hours or periods in an average school day..." The new definition provides ten exceptions which
would excuse the absence, such as: participation in a district or school approved activity, illness, family
emergency, religious or cultural purpose, court proceeding, an absence directly related to student's homeless
status, and an absence resulting from suspension or expulsion. (Dorn, 2011). 1
1
The full text of the new statewide definition of excused and unexcused daily absences reads:
Excused Daily Absences
The following are valid excuses for absences from school: Participation in a district or school approved activity or instructional
program; Illness, health condition or medical appointment (including but not limited to medical, counseling, dental or
optometry); Family emergency, including but not limited to a death or illness in the family; Religious or cultural purpose
including observance of a religious or cultural holiday or participation in religious or cultural instruction;
Court, judicial proceeding or serving on a jury; Post-secondary, technical school or apprenticeship program visitation, or
scholarship interview; State-recognized search and rescue activities consistent with RCW 28A.225.055; Absence directly related
to the students homeless status; Absence resulting from a disciplinary/corrective action. (e.g., short-term or long-term
suspension, emergency expulsion); and Principal (or designee) and parent, guardian, or emancipated youth mutually agreed
upon approved activity. The school principal (or designee) has the authority to determine if an absence meets the above criteria
for an excused absence. Unexcused Daily Absences: Any absence from school for the majority of hours or periods in an average
school day is unexcused unless it meets one of the criteria above for an excused absence.
A study completed by the Vera Institute of Justice in 2011 looked at how schools across Washington State
responded to truant behaviors. Specifically, the study sought to develop a better understanding of how
schools define truancy, the types of procedures that schools follow in responding to truant youth and the
types of services and interventions schools provide to truant youth prior to filing a truancy petition with the
court. This study found a great deal of variation in how schools define truancy both across districts and
within districts. Calling parents and scheduling a conference was one of the most prevalent school responses
to truancy. Schools used a range of other responses including developing attendance agreements and
counseling. Approximately 50% of schools that responded to the survey reported they had interventions and
programs to assist truant youth. The most common interventions for truant youth offered by schools include
alternative school programs and truancy classes or workshops. Schools identified multiple barriers to
implementing interventions including lack of funding and lack of parental engagement or cooperation. (Vera
Institute of Justice, 2011).
According to the Washington State Administrative Office of the Courts (AOC), there were 12,374 truancy
petitions filed in 2010 although actual truancy rates are likely much higher. 2 A study conducted by the
Washington State Institute for Public Policy (WSIPP) found school districts file truancy petitions for only 32%
of eligible youth. (WSIPP, 2009, p. 5). Great variation was found in filing rates across districts: some districts
failed to file petitions for any eligible students and other districts filed petitions on all eligible students.
(WSIPP, 2009, p. 5). WSIPP estimates approximately 1% of all elementary students and 12% of all high
school students have 10 or more unexcused absences each academic year. A more recent study conducted by
the Washington State Center for Court Research (WSCCR) provides similar estimates concluding that 13.6%
of high school students and 1% of younger students accrue 10 or more unexcused absences each school year.
(George, 2011, p. 1-2).
This WSCCR study also attempted to evaluate the impact of a truancy/Becca petition on youth by comparing
outcomesincluding attendance, grade point average, graduation and juvenile crimefor a matched sample
of petitioned and non-petitioned youth meeting the threshold for a truancy filing. 3 This study found no
evidence that court-petitioned truants fared differently on any of the assessed variables.(George, 2011).
Because this study did not compare outcomes for youth who received different interventions, the study could
not draw conclusions about the effectiveness of the truancy court process when combined with appropriate
2
http://www.courts.wa.gov/caseload/?fa=caseload.showReport&level=s&freq=a&tab=juvDep&fileID=jdpfilyr. Pursuant to
RCW 28A.225.151, Office of Superintendant of Public Instruction (OSPI) prepares a yearly report to the legislature which
includes truancy-related data. School buildings transmit the data to the school district that, in turn, sends the data to OSPI.
OSPIs annual report includes the total number of unexcused absences and the number of enrolled students with five or more
unexcused absences in one month or ten in one year.
While OSPIs yearly report provides valuable truancy-related data, there can be variation in the way schools track and count
unexcused absences. An unexcused absence is defined as nonattendance for the majority of hours or periods in an average
school day or failure to comply with a more restrictive school district policy or failure to meet the school districts policy for
excused absences. A study commissioned by the Washington State Becca Task Force and conducted by the VERA Institute of
Justice found that the majority of respondents indicated that there are multiple definitions for unexcused absence in their
school building.
In response to wide variation in definitions for unexcused absence, 2ESHB 1087, passed in 2011, requires OSPI to establish a
standard statewide definition of unexcused absence. Beginning no later than January 1, 2012, school buildings will be required
to report unexcused absence data to OSPI in accordance with the statewide definition. This is an important step toward
allowing cross-jurisdictional comparison of truancy rates.
3
It is important to note that Washington's 3 largest school districts--Seattle, Tacoma and Spokane--were not included in this
study.
interventions. The study posits that [s]imply sending these students through a court system with limited
therapeutic options is not likely to have much positive impact. (George, 2011, p. 3).
Truancy is a precursor to delinquency and to dropping out. Truant youth who do not receive an effective
intervention will likely drop out. Dropout rates can be calculated in a number of different ways with
surprisingly different results. Dropout statistics may not accurately capture outcomes for many students. For
example, a student may have received a GED, transferred school districts or moved out of state without
notifying their former school district. Under any of these circumstances, the student would be counted as a
dropout.
In the 2009-2010 school year, over 14,000 students dropped out of high school across the State which
resulted in an Annual Dropout Rate of 4.6% according to OSPI. The Annual Dropout Rate is the percentage of
students who dropped out of school in one year without completing an approved high school program. It is
based on the total number of dropouts and total enrollments across grades 9-12. The dropout rate increased
for each successive grade in high school with a 3.4% dropout rate for grade 9 and 7.3% for grade 12. Males
had a higher dropout rate than females and there was disproportionality across races and ethnicities. For
example, American Indians, who represented 2.5% of enrolled high school students in 2009-2010, had an
Annual Dropout Rate of 9.5%. The Annual Dropout Rate fails to capture those students who began grade 9 but
dropped out of school over a four-year period. This is known as the Cohort Dropout Rate. Statewide, about
17.6 percent of student who enrolled in grade 9 in 2006 did not graduate with their cohort. (OSPI, 2011, p.
12).
Why Truancy Matters: The High Cost of School Failure

Research tells us that truancy is an early warning
sign that a student may drop out. In a national
survey, 59% to 65% of dropouts reported skipping
school in the year before dropping out. (Bridgeland
et al, 2006). Missing school sets into motion a cycle
that is hard to stop. A student who routinely skips
class is likely to experience poor academic
achievement and course failure. Failing grades may
result in the student not receiving the requisite
academic credit needed to stay with his/her cohort
and advance to the next grade.
T R UA N C Y IS C O ST LY :
Truancy is costly... It costs
businesses, which must pay to
train uneducated workers. It
costs taxpayers, who must pay
higher taxes for law enforcement,
and welfare costs for dropouts
who end up on welfare rolls or
underemployed 4
Chronic truancy is not only associated with declining

academic performance and eventual dropping out; it
is also a significant risk factor for substance abuse,
delinquency, teen pregnancy and violence. (Baker et
al., 2001a; Bell, Rosen, Dynlacht, 1994; Blum, Beuhring, & Rinehart, 2000; Dryfoos, 1990; Garry, 1996;
Huizinga, Loeber, and Thornberry, 1995; Hill, Howell, Hawkins, & Battin-Pearson, 1999; Huizinga, Loeber,
Thornberry, & Cothern, 2000; Kelley, Loeber, Keenan, & DeLamtre, 1997; Loeber & Farrington, 2000;
Rohrman, 1993; Rumberger, 2001; Welsh, Jenkins, & Harris, 1999). Many students with chronic attendance
problems report low self-esteem and a lack of confidence in their ability to achieve. Students often have a
hard time connecting the importance of school success to future work or career success. Students who feel
they cannot be successful in school are less likely to return to school following a period of absence or
suspension. (Osher et al, 2010).
A truant child is likely to be ill prepared for skilled

workan increasingly serious problem given the
shrinking demand for unskilled labor in the United
States.5
The consequences of school failure are high for the individual students who do not finish basic schooling and
for society. High school drop outs earn less than their high school graduate peers, have lower status jobs and
higher unemployment rates. Dropouts are also more likely to be involved in the criminal justice system and
more likely to receive public assistance than high school graduates. The costs to society include loss of
productive workers in the workforce, loss of the earnings and revenues these workers would have generated,
and the higher costs associated with increased incarceration, increased health care needs and increased
utilization of social welfare services.6
Garry, 1996, p. 2.
Heilbrunn & Seeley, 2003, p. 3.
6
For more information on the consequences of dropping out see:
Alliance for Excellent Education http://www.all4ed.org/publication_material/EconImpact
The Economic Benefits from Halving Seattles Dropout Rate http://www.all4ed.org/files/SeattleWA_leb.pdf
5
The Hard Facts

Individuals who fail to complete high school have higher death rates, poor mental
health and increased risk of personal injury than individuals who complete a high
school degree. (Bridgeland et al, 2006).
A high school graduate lives 9.2 years longer than a high school dropout. (Wong et
al, 2002).
Students with low academic achievement, a risk factor for dropout, are twice as
likely to become a parent by their senior year of high school, compared to students
with high academic achievement. (Alliance for Excellent Education, 2003b)
High school drop outs tend to marry early and divorce frequently. (Jones & Lovrich,
2011).
Approximately 75% of state inmates, 59% of federal inmates and 69% of local jail
inmates are high school dropouts. (Harlow, 2003).
The average annual cost to educate a student is $9,644, compared with $22,600 to
house an inmate. (Alliance for Excellent Education, 2008).
The average annual income for a high school dropout is $19,540, compared to
$27,380 for a high school graduate. (Snyder & Dillow, 2011).
Over the course of his or her lifetime, a high school dropout earns, on average, about
$260,000 less than a high school graduate. (Rouse, 2005).
Over the course of a lifetime, high school dropouts earn almost $1 million less than
college graduates. (Doland, 2001).
Increasing high school dropouts education to the level of a high school degree
would save:
o $17 billion per year in Medicaid and expenditures.
o $1.5 billion to $3.5 billion in TANF costs per year,
o $353 million per year in food stamp costs, and
o 18 million per year in housing assistance (Garfinkel, 2005; Alliance for
Excellent Education, 2006).
An increase in the graduation rate for boys of just 5% could save the $4.9 billion
annually in crime-related costs. (Alliance for Excellent Education, 2006).
The United States could save more than $17 billion in Medicaid and expenditures for
health care for the uninsured by graduating all students. (Alliance for Excellent
Education, 2006).
The Economic Benefits of Reducing the Dropout Rate for Students of Color in the Seattle Metropolitan Area
http://www.all4ed.org/files/SeattleWA_lebsoc.pdf
Why Some Students Fail to Attend School

While students who fail to attend school face a variety of personal, academic, school and family-related
challenges, the process of disengagement from school is seldom sudden. (Reimer & Dimock, 2005). Patterns
of behavior and attitudes that lead to school failure often start before a child enters elementary school.
Students are particularly vulnerable to dropout and disengagement at critical junctures in their education
including the transitions between elementary school and middle school, middle school and high school, and
high school and postsecondary education and training. (Balfanz, 2007).
[I]t was boring the teacher just stood in front of the

room and just talked and didnt really like involve you.7
What Students Say

Students are often the best sources of information about what they need to be successful in
school. Not surprisingly, there is a tremendous amount of overlap between what research
reveals and what students know about effective programs. In 2006, Civic Enterprises in
association with Peter D. Hart Research Associates released a report for the Bill & Melinda Gates
Foundation called the Silent Epidemic, Perspectives of High School Dropouts.8 In conjunction with
this report, individual and focus group interviews were conducted with close to 500 ethnically
and racially diverse students who had dropped out of public high schools in 25 different
locations. Although the students interviewed were not a nationally representative sample, they
represented a cross-section of people from cities, suburbs, rural areas and from high schools with
low rates of on time high school graduation.
Top five reasons for leaving school:

1.
2.
3.
4.
5.
Classes were not interesting

Missed too many days and could not catch up
Spent time with people who were not interested in school
Had too much freedom and not enough rules
Was failing in school
They [the teachers] dont put forth that effort to give us

the help that we need.9
Bridgeland, Dilulio Jr., Morison, Burke, 2006, p. 12.

Bridgeland, Dilulio Jr., Morison, Burke, 2006.
9
8
While there are many reasons a student may be absent from school, recent research identifies common
characteristics of youth with attendance problems. A review of the research literature completed by
researchers at Washington State University (WSU) offers some insight into the characteristics of youth with
truant behavior. For example, boys tend to have higher truancy rates than girls, but girls are twice as likely to
miss school with parental consent. (Jones & Lovrich, 2011, p. 10). Truancy rates tend to increase with age and
high school students have the highest rate of truancy among school-aged youth. (Bell et al., 1994; Cairns et al.,
1989; Eastwood, 1989; Ensminger & Slusarcick, 1992; Farrington, 1980; Galloway, 1982; Kilma, Miller &
Nunlist, 2009; Sommer, 1985a).
Once you get in high school, its more like you have
more freedom. In middle school, you have to go to your
next class or they are going to get you. In high school,
if you dont go to class, there isnt anybody who is
going to get you. You just do your own thing.10
Certain family characteristics also show a strong correlation with truancy. Students from families that have
low socio-economic status and/or students who come from single parent households are more likely than
their peers to be truant. (Eastwood, 1989; Tittle & Meier, 1990). Students with a truancy court petition in
Washington are more likely to have an incarcerated parent and to come from families where domestic
violence or substance abuse is present. (George, 2011). Higher truancy rates for racial and ethnic minorities
than white students have also been consistently reported. One explanation for this difference is the higher
rate of economically disadvantaged racial and ethnic minority students. Another explanation is
disproportionate discipline of students of color and inadequate cultural competence among school staff.
(Lovrich & Jones, 2011 citing Bell et al., 1994; Cairns et al., 1989; Caldas, 1993; Eastwold, 1989; Ensminger &
Slusarcick, 1992; Farrington, 1980; Galloway, 1982; Sampson & Wilson, 1994; Skiba, 2012; Sommer, 1985a;
Svec, 1986; Welsch et al., 1999; Vavrus & Cole, 2002).
[S]treets would call you. Being there listening to somebody

talking to you all day, writing on the board, and then you
start looking outside at the streets..We got to leave for
lunch in my school. And then once we got out there,
smelled that fresh air..11
Consistent with the WSU literature review findings, a recent study conducted by the Washington State Center
for Court Research (WSCCR) looked at the social, emotional and academic characteristics of truant youth.
This study indicates that students who frequently miss school in Washington have very high needs. Students
who do not attend school regularly have higher rates of physical and mental health diagnoses and substance
abuse problems and are more likely to run away or get kicked out of the home, experience divorce or
10
11

separation from their parents, come in to contact with the criminal justice system, and be physically or
sexually abused. (George, 2011).
This same study concluded that students who meet the
threshold for a truancy filing and have 10 or more
unexcused absences in a year also tend to have a
higher number of excused absences than their peers.
On average, students with a truancy petition missed
approximately 15% of class time, compared to 4% for
other students. Not surprisingly, students with
truancy petitions tend to have lower academic
achievement than other students, including lower
annual grade point average (GPA), fewer academic
credits and a larger number of suspensions and
expulsions. Two-thirds of students who receive a
truancy petition in the 9th grade will not graduate with
their classmates. Students with truancy petitions
earned only about half of the credits they would need
to graduate on time. Petitioned students also had low
academic expectations; half of the students with
truancy petitions who participated in the survey did
not expect to engage in any additional education
beyond high school. (George, 2011).
What Students Say

A 2004 Office of the Superintendent of Public
Instruction study had similar findings to the
Silent Epidemic. Students surveyed in
Washington State also reported a variety of
personal, social, economic and family
reasons for dropping out:
1.
2.
3.
4.
School is not for me/stayed home

Left to take GED
Lacked progress/poor grades
Attended school 4 years and did
not continue
5. Expelled/suspended
6. Drugs or alcohol
7. Married, family support or child
related12
By understanding the characteristics of students who fail to attend school, schools and school districts can
more readily identify students in need of extra supports. The earlier students can be identified for
intervention, the sooner the pathway to dropout can be diverted and students can be returned to the pathway
of success. Attendance problems often begin in elementary grades. By middle school, students at risk of
dropping out send strong, identifiable signals of distress. (Neild, Balfanz, Herzog, 2007). Poor academic
achievement, as early as elementary school, is one of the strongest predictors of dropping out. Rumberger &
Li, 2008). The primary indicators of a potential drop out are poor attendance (below 80%), behavioral writeups and failing grades in core courses (English and mathematics).(Neild, Balfanz & Herzog, 2007). A student
with even one of these indicators is at greater risk of drop out. Fortunately, these simple indicators can also
be used to identify students for targeted interventions. Tracking individual level student data can provide
schools with valuable information. If school or program administrators can anticipate which students are
most likely to drop out of school based in identified risk factors, administrators can then provide appropriate,
focused prevention or intervention services to students in need. Student data must be carefully handled
pursuant to 20 U.S.C. 1232g; 34 CFR Part 99, the Family Educational Rights and Privacy Act (FERPA).13
12
Blysma & Ireland, 2005.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date
and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about
directory information and allow parents and eligible students a reasonable amount of time to request that the school not
disclose directory information about them. Schools must notify parents and eligible students annually of their rights under
FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is
left to the discretion of each school. Family Policy Compliance Office. (n.d). General: Family Educational Rights and Policy Act
(FERPA). http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
13
Appendix A of this report provides an overview of assessment tools and early warning systems that are
currently available to schools at low or no cost.
Characteristics of Schools with High Truancy Rates

While many studies have identified characteristics of students at risk for truant behavior, recent research has
also identified characteristics of schools with high rates of student absences. The Everyone Graduates Center
at Johns Hopkins University refers to schools with 60 percent fewer seniors than freshmen enrolled three
years earlier as dropout factory high schools.14 This represents an important paradigm shift because focusing
exclusively on student risk factors "essentially blame[s] the victim." (OSPI, 2006, p. 31). Expanding the dialog
to include characteristics of schools with high truancy rates allows for a more comprehensive approach to
truancy prevention and intervention.
The National Dropout Prevention Center/Network at Clemson University has identified eleven school-related
factors that put a student at increased risk of dropping out:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Conflict between home culture and school culture

Ineffective school discipline systems
Lack of adequate academic counseling
Negative school climate
Lack of relevant school curriculum
Use of passive instructional strategies
Inappropriate use of technology
Disregard of diverse student learning styles
Grade retentions and suspensions and expulsions
Low expectations of students
Lack of language instruction (Wells, 1990).
[T]hey make you take classes in school that youre never

going to use in life.15 The work wasnt even hard
once I figured I wasnt going to get any learning done in
there, there wasnt any need to go.16
These characteristics may create an environment that is not comfortable for a student. If the school is not a
welcome and supportive environment, a student is more likely to disengage, exhibit truant behavior and
eventually dropout. In order to improve the school environment, schools must engage in comprehensive
concerted efforts that include systemic planning and the willingness to change existing schools and create
new programs and approaches to education." (OSPI, 2006, p. 43).
14
For more information and a state by state look at changes in graduation rates since 2002 visit
http://www.every1graduates.org/
15
16
10
Schools need to take a close look at policies and practices that may unintentionally contribute to student
disengagement. Resources are available to assist schools and school districts in assessing school policy and
climate. For example, the National Center for School Engagement offers a low-cost assessment service to help
schools evaluate the extent to which school policies and practices help students feel engaged and connected
to their school community and whether they intentionally foster or unintentionally undermine student
attendance, attachment and achievement.17 In a 2007 publication prepared for the National Summit on
Americas Silent Epidemic, Dr. Richard Balfanz from the Everyone Graduates Center at Johns Hopkins
developed a one-page resource called Understanding the Dropout Crisis in Your District that guides users
through a series of questions, methods and techniques to assess the dimension, location and characteristics of
a communitys dropout problem. (Balfanz, 2007).
17
For more information on the assessment visit NSCEs website at

http://www.schoolengagement.org/truancypreventionregistry/admin/Resources/Resources/PolicyandPracticeAssessmentSam
ple.pdf
11
Truancy Reduction: Theory, Policy,

Practice & Programs
Truancy prevention and intervention theory and practice have been the subject of national discourse and
research for many years. Researchers, academics and practitioners in the field have identified key
components and characteristics of the most effective truancy reduction strategies, and not surprisingly,
programs that incorporate these concepts tend to be more successful. Effective responses to truancy are
multidimensional/multi-modal and aligned with the needs and strengths of local communities, schools and
students. (Dynarski, et al, 2008; Lovrich & Jones, 2011; Smick (2007); Smink & Reimer, 2005). The following
section of this resource provides information on theory, policy, practices and programs to reduce truancy and
improve outcomes for all students. This background information and these program resources are provided
to aid administers in selecting the most appropriate interventions for their community.
"Choosing a method that has already demonstrated its

success improves a programs likelihood of achieving
positive outcomes for students."18
Utilizing Best Practices

"The What Works Clearinghouse, established in 2002 by the U.S. Department of Education,
made key recommendations to reduce dropouts:
utilize data systems to obtain an accurate picture of students who drop out and
those at risk of doing so;
assign adult advocates to students at risk of dropping out; provide academic
support and enrichment to improve academic performance;
implement programs to improve students classroom behavior and social skills;
personalize the learning environment and instructional process; and
provide rigorous and relevant instruction to better engage students in learning
and provide them with the skills they need for postsecondary success." 19
18
Reimer, M. & Dimock, K. (2005). Truancy Prevention In Action: Best Practices and Model Truancy Programs. Clemson, SC:
National Dropout Prevention Center/Network at page 5.
19
Balfanz, Bridgeland, Moore & Fox, J. 2010. p. 12, citing Institute of Education Sciences, 2008. For more information from
What Works Clearinghouse on dropout prevention, visit http://ies.ed.gov/ncee/wwc/Topic.aspx?sid=3.
12
Theory
The Three A's: A Framework for School Success
The National Center for School Engagement (NCSE), whose mission is to improve school engagement and
ensure school success for youth at risk and their families, has identified three essential components to school
success. Referred to as the 3As of school engagement, these components include attendance, attachment
and achievement. (NCSE, 2006b).
Attendance: Creating a meaningful way to have students and families emotionally involved in
school so that students want to attend. Promoting attendance involves the design and
implementation of evidence-based strategies to reduce both excused and unexcused absences.
Attachment: Promoting school attachment involves establishing meaningful school connections
with youth and their families through caring, supportive and mutually-defined expectations.
Attachment also includes developing a positive school climate, family and school engagement, and
student-focused programs and activities with the goal of building relationships so that every student
can point to at least one adult in their school who really cares about them.
Achievement: Ensuring student achievement means making certain all students have the tools and
resources they need to graduate from high school.
Progress was not the result of a magic bullet, but a

weave of multiple reform efforts, sustained, integrated,
and improved over time."20
Six Components of Effective Truancy Reduction Programs

Through an analysis of national research on truancy and dropout prevention, the National Dropout
Prevention Center at Clemson University has identified six critical components of effective truancy reduction
programs. These components are: collaboration, family involvement, comprehensive approach, incentives
and sanctions, supportive context and evaluation. (Reimer & Dimock, 2005).
1. Community Collaboration
An effective truancy response must be collaborative which means that it has a strong community-base, is
structured to encourage the larger communitys involvement and is geared towards long-term
sustainability. A multi-disciplinary collaborative will bring a variety of perspectives, expertise and
resources to address the problem. Collaboration allows programs to maximize the different strengths of
program partners and will increase a programs chances of sustainability and prevent silo-building.21
Cross-system collaboration with courts, child welfare, work training, regional service networks, housing
authorities and law enforcement can prevent silos.22 Other potential community partners include local
20
Everyone Graduates Center website visited March 15, 2012 http://every1graduates.org/gradnation.html

"Silos" occur when stakeholders undertake multiple efforts in isolation of one another to address a problem instead of
committing as a community to work together towards a common goal.
22
For examples of successful community collaborations and coalitions, see (Balfanz, Bridgeland, Moore & Fox, 2010) discussing
Big Brothers Big Sisters, Boys & Girls Club, City Year, Communities in Schools, Public Education Network, United Way, U.S. Army
Accessions Command and the National Association of State Boards of Education.
21
13
businesses, social service providers, mental health providers, medical providers, university faculty or
researchers, faith communities and individual volunteers.
2. Family Involvement
Involving parents in truancy prevention and intervention measures is critical. Because there may be
underlying family-based factors that contribute to truancy, family involvement and engagement helps
reduce a students risk of dropping out. Increased parental involvement may also lead to improved
academic achievement. Building strong relationships with families requires cultural sensitivity and an
understanding of how different cultures approach education and relationships with educators.
Communication should be made in the language most
comfortable for the family.
3. Comprehensive Approach: Prevention,
Intervention & Retrieval
Youth fail to attend school due to a variety of personal,
academic, school climate, and family-related issues.
Because multiple factors may lead to truancy, an
effective response must take a comprehensive
approach (or multidimensional approach) that
addresses prevention, intervention and retrieval. One
means of preventing truancy is to increase student and
parent engagement with the school and the students
feelings of emotional attachment and connectivity to
the school, other students, teachers or a significant
adult in the school building. A successful intervention
also seeks to address the root causes of truancy in a
students life. Retrieval reengages youth and families
who have already dropped out.
S C H O O L P O L IC IE S T H A T
P U SH O UT ST UD E N T S
A T R I SK O F SC H O O L
F A I LU R E :
The National Center for

School Engagement
encourages schools to
adopt in-school
suspension programs to
avoid isolating youth
from school, prevent
expulsions and actively
re-engage youth.
4. Incentives & Sanctions

An effective truancy program uses both incentives
and sanctions to encourage desired student and
family behavior. Both incentives and sanctions should
be designed to be meaningful to the student. Incentives should serve as motivators to students and parents
and provide students with access to pro-social activities. Sanctions should be graduated and must directly
relate to the students truant behavior and not include the use of suspension or expulsion, which will only
reinforce absenteeism. (Losen, 2011; Boccanfuso & Kuhfeld 2011).
5. Supportive Context: School, Agency, Community, Public Education, Political Climate, Laws and
Policies, Systemic Advocacy
Cultivating a supportive context is crucial to developing an effective response to truancy and ensuring
program sustainability. Engagement of key stakeholders and champions who recognize the value to the
community of addressing truancy is one step towards cultivating a social and political context supportive
of effective truancy interventions. Community education to increase public understanding about the
causes and costs of truancy is also crucial. A thorough analysis of local and school-based policies that do
not encourage attendance will better facilitate positive outcomes.
14
6. Program Evaluation
Data collection and evaluation is a requisite part of any truancy response. Through data collection,
analysis and monitoring it is possible to identify students in need of supportive interventions. Data must
also be collected and examined to determine the effectiveness of prevention, intervention and retrieval
measures. Effective programs will evolve and improve overtime in response to evaluation findings. The
ability to demonstrate positive outcomes is important to maintain community support, fundraising and
program sustainability.
15
Policy & Practice

School Policies and Practices that Unintentionally Promote Truancy
School policies and practices may unintentionally alienate and/or systematically exclude students who
exhibit risk factors for truancy and disengagement. For example, issuing suspensions and expulsions to
punish poor attendance is counterproductive because it pushes students out of school instead of encouraging
them to attend school. Students who are suspended in middle or high school are less likely to graduate on
time and are more likely to drop out. (Balfanz & Boccanfuso, 2007; Bowditch, 1993; Ekstrom, Goertz, Pollack,
& Rock, 1986; Wehlage & Rutter, 1986). Schools with higher suspension rates also tend to have lower schoolwide academic achievement and standardized test scores.
(Davis & Jordan, 1994; Raffaele & Knoff, 2003; Skiba &
Rausch 2004; Skiba & Rausch 2006a; Skiba & Rausch
2006b). Similarly, research suggests that zero tolerance
policies, which automatically remove students from school
for disruptive behavior, do nothing to improve school
climate, school safety, student behavior or school learning
environments. (APA Zero Tolerance Task Force, 2008).
Instead the use of suspension, expulsion and law
enforcement in schools are risk factors for negative
educational and life outcomes. (Skiba, 2012). Research has
also consistently demonstrated a high degree of racial
disparity in school suspension and expulsion. (Skiba, 2012;
Wallace Goodkind, Wallace & Bachman, 2008; Skiba,
Michael, Nardo & Paterson, 2002).
School and Community Policy Review

According to the National Dropout Prevention Center, an "effective truancy program will review
existing policies at the school and community level to identify where changes are required to
support school attachment efforts. Areas of particular interest are:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
23
Automatic withdrawal after a period of nonattendance

Automatic grade reduction or credit denial after a period of nonattendance
Zero tolerance policies focused on suspension and expulsion
Policies on bullying
Safety concerns at school, on the bus, or at the bus stop
Lack of affordable health care or child care in the community
Lack of alternative education or service-learning opportunities
Standardized testing and disproportionate emphasis on scores
School start times, particularly for adolescents
Open versus closed campuses
Law enforcement policy on contacting school age youth during school hours
Juvenile court and child welfare responses to truant behavior and/or legal
petitions." 23
Reimer & Dimock, 2005, p. 30.
16
School Policies that Encourage School Engagement

Because school policies can engage families in the learning process or push students out, the National Center
for School Engagement offers policies schools can implement to recapture students and encourage student
engagement: (Seeley & MacGillivary, 2006).
Award partial credit for completed
course work: Although grading based on
attendance feels like a good way to reward
students for participating in class, failing a
student after a set number of absences is
not an appropriate punishment. Once a
student has failed a class, they are unlikely
to return. A better alternative is providing
partial credit for completed course work.
Z E R O T O LE R A N C E PO L IC IE S:
Eliminate automatic withdrawal due to

excessive absences: It is common for
schools to withdraw and disenroll students
over the age of 16 due to unexcused
absences without any intervention.26
Overcrowding, limited school supplies and
high teacher-student ratios may lead
schools to let go of absent students. This
policy only serves to increase the dropout
rate because process for reenrolling can be
complex for students and families, and
delayed as a result.
safety or student behavior.24
Provide alternatives to out of school

suspension and expulsion: Using
suspensions or expulsions to punish
students for excessive absences is
counterproductive. This practice does not
increase school engagement or prevent
future absences. In-school suspension and
detention and catch-up class rooms or
programs are better alternatives.
Community service is another good
interventional and supports, have
According to the American

Psychological Association there is no
evidence that zero-tolerance
disciplinary policies applied to nonviolent misbehavior improve school
Programs using a non-punitive

approach to school discipline and
negative student behaviors, like
targeted behavioral supports for atrisk students, character education,
social-emotional learning programs
and school-wide positive behavioral
been shown to reduce violent
behavior at school and, in some cases,
have significant positive impact on
academic achievement.25
24
APA Zero Tolerance Task Force, 2008.

Boccanfuso & Kuhfeld, 2011.
26
In Washington State, schools may misinterpret WAC 392-121-108 which prohibits schools from counting a student for funding
purposes who is absent for twenty (20) consecutive days. (WAC 392-121-108 et seq). An enrollment exclusion does not,
however, preclude school districts from monitoring and reporting attendance and providing services to a student who might
not be counted for purposes of the apportionment of state funding.
25
17
alternative. Participation in extracurricular activities and field trips should be used as incentives not
punishments. 27
Targeted Interventions: The Tiered Approach

The Everyone Graduates Center at Johns Hopkins University, whose mission is to develop and disseminate
the know-how required to enable all students to graduate from high school prepared for college, career, and
civic life, promotes the use of a tiered approach to help keep students on the path to graduation. The top tier
consists of effective whole-school preventative measures (70-80%), the second tier of targeted interventions
aimed at students who need additional supports (10-20%) and the third tier of intensive interventions is
reserved for students who need small-group or one-on-one supports (5-10%). The strategies and programs
discussed in this section include global, targeted and intensive interventions that can be incorporated into
school or school district truancy reduction plans.
27
For a recent study on how school discipline relates to student success see (Fabelo et al, 2011).
18
W H A T S T UD E N T S S A Y S C H O O L S C A N D O T O H E LP T H E M
B E S UC C E S SF U L IN SC H O O L
Although many of the students surveyed for the Silent Epidemic blamed themselves for failing
to graduate and some stated there was nothing their school could have done to convince them
to stay, other students identified steps their school could have taken to help them graduate.
Not surprisingly, the suggestions made by these students are closely aligned with what the
research says. Students asked that schools:
1. Improve teaching and curricula to make school more relevant and engage and
enhance the connection between school and work. Students asked for smaller,
more interesting classes with more one-on-one instruction and coursework relevant
to their lives. Students also asked for opportunities for real world, hands-on learning,
including internships and service learning projects
2. Improve instruction and access to supports for struggling students. Struggling
students asked for better teachers, smaller classes and more individualized
instruction. These students also asked for after school tutoring, Saturday school,
summer school and extra help from teachers. Students wanted teachers who knew
their names and were able to maintain order in the class room
.
3. Build a school climate that fosters academics. Students asked for more classroom
supervision and discipline to minimize distracting class time disruptions. Students
wanted their schools to do more to help them feel safe from violence.
4. Ensure strong adult-student relationships within the school. Students
challenged schools to do more to help students with problems outside of class and to
get parents involved. Students asked for more one-on-one attention from teachers
because it encouraged students to get involved in class and do well.
5. Improve communication between parents and schools. Students asked for better
communication between parents and the school and increased parental involvement
in education as a way of ensuring students attended school every day. 28
28
Bridgeland, Dilulio & Morison, 2006.
19
Ten Things A School Can Do To Improve Attendance

The Colorado Foundation for Families and Children (now called the National Center for School Engagement),
offers 10 easy tactics schools can implement to improve student attendance: (Colorado Foundation for
Families and Children, n.d.).
1. Make students and parents/guardians feel welcome. Make a point to say hello to every
parent/guardian or student you see in the halls and outside--make it your business to know his or
her names.
2. Create an environment that enables students to feel successful in somethingno matter how
small it may seem. Award academic and attendance letters, as you do for athletics.
3. When a student is absent, immediately talk to the parent/guardian not their answering
machine. Make a personal phone call in the evening, or call parents/guardians at work during the
day.
4. When a student is absent, immediately talk with them about why they were gonelet them
know you are awareand that you care that they are at school.
5. Forge a relationship with local businesses where youth may congregate when truant
encourage them to keep students in school during school hours. Create a poster that states We
support youth in school and will not serve anyone under 16 during school hours.
6. Forge a relationship with local law enforcementmake them your allies in showing the
community, families, and students that school is the place to be. Empower community police
officers to return youth to school.
7. Dont provide the temptation for youth to be truant. Close your campuses during breaks and
lunch.
8. Empower and expect classroom teachers to take action when they think a student may be
truant. Ask teachers to make calls to absent youth or families in the afternoon or evenings.
9. Reward and recognize good attendancenot just perfect attendance. Post large signs giving the
daily attendance for the day. Reward individuals, classes, and the school for increased attendance.
10. Make your school a place where students feel safe and respected. Adopt a character education
program that is planned and implemented by students.29
29
According to What Works Clearinghouse, "[c]haracter education is an inclusive concept regarding all aspects of how families,
schools, and related social institutions support the positive character development of children and adults... Character education
programs are activities and experiences organized by a provider for the purpose of fostering positive character development
and the associated core ethical values (also described as moral values, virtues, character traits, or principles)."
http://ies.ed.gov/ncee/wwc/document.aspx?sid=23
20
Fifteen Effective Strategies for Dropout Prevention

The National Dropout Prevention Center (NDPC) at Clemson University has identified fifteen effective
strategies for dropout prevention. (Smink & Reimer, 2005). Strategies in the fifteen categories work well
together and often overlap. While each strategy can be implemented in a stand-alone program, NDPC
recommends developing a school improvement plan that encompasses most or all of these strategies. The
NDPC report, Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention, also
identifies publications, programs models and websites to support implementation of the strategies. The
following is a summary of NDPCs recommendations:
Systemic solutions to attendance problems will originate from

a system that is made up of teachers and administrators who
understand the connectedness of a supporting climate,
significant relationships, engaging and challenging content
and instruction, rules, policies and procedures.30
School and Community Strategies: School dropout is a community problem that has a negative impact on
individuals, families, schools and local economic vitality. Effective schools are an essential part of local
communities and enjoy strong business and community organization support.
1. Systemic Renewal. Systemic renewal is the process of evaluating the impact of school policies,
practices and organizational structures on diverse students. These strategies promote adoption of
institutional goals and objectives to nurture significant interpersonal relationships between students
and teachers, positive student attitudes, engaging and challenging course content and appropriate
rules, policies and procedures.31
2. School-Community Collaboration. Strong community support helps schools maintain a caring
environment where students can thrive and achieve. These strategies promote partnerships with
local businesses, social service providers, mental health, faith communities and individual volunteers
as well as cross system collaboration with courts, child welfare, work training, housing authorities
and law enforcement.
3. Safe Learning Environments. Safe learning environments enhance positive social attitudes and
interpersonal skills. Students who are bullied, as well as those who bully, often have problems with
school attendance. Many of the causes of truancy can be overcome when a student feels attachment
to school through relationships with other students, teachers or other caring adults in the school
building.
30
Wagstaff, Combs, & Jarvis, 2000, p. 29.

The National Center for School Engagement has recently launched a policy and practice assessment service for schools. This
assessment is designed to help school teams evaluate the extent to which school level policies and practices promote school
attendance, attachment and achievement. For more information visit NCSE's website:
http://www.schoolengagement.org/truancypreventionregistry/admin/Resources/Resources/PolicyandPracticeAssessmentSam
ple.pdf
31
21
Early absenteeism is an important predictor of

dropping out of high school.32
Early Intervention Strategies: Early identification of poor attendance patterns can provide a window of
opportunity for changing attitudes and behaviors in younger children before they become deeply entrenched.
4. Family Engagement. Family engagement-including parent involvement in homework,
and participation at school, parental
monitoring, parent-child discussions, and
PTA involvement-- has a direct positive effect
on student academic achievement and is a
predictor of school success.
5. Early Childhood Education. The most
effective way to reduce the number of
children who will ultimately drop out is to
provide the best possible classroom
instruction from the beginning of their school
experience through the primary grades.
(Smink & Reimer, 2005, p. 10).
6. Early Literacy Development. Chronic
truancy may lead to illiteracy. Family literacy
activities are an important dropout
prevention strategy. Reading and writing are
necessary skills for effective learning in all
subjects. Math education for children as
young as three is an important foundation for
future learning.
S C H O O L C O MM UN IT Y
COLLABORATION:
Communities in Schools of
Washington has branches in
twelve communities throughout
the state. CIS works with
schools, social services,
businesses and volunteers to
support youth, reduce dropout
and increase graduation rates.
CIS mission is to surround
students with a community of
support, empowering them to
stay in school and achieve in
life.33
Basic Core Strategies: These four basic strategies work best for increasing school engagement in middle
and high school age students, but can be used for all ages.
7. Mentoring/Tutoring. Mentoring programs provide one-on-one caring, supportive relationships that
can motivate students to attend school. Tutoring is an effective strategy for addressing specific
academic needs.
32
Epstein & Sheldon, 2002, p. 309.

In 2012, The Atlantic Philanthropies released an evaluation that shows Communities in Schools is the most effective dropout
reduction model in the country. (ICF International, 2010). For more information on Communities in Schools visit:
http://www.ciswa.org/
33
22
Students report that having a person at school who is

checking up on them, gives the sense that someone cares
34
and motivates them to come to school.
8. Service-Learning. Service or community-based
learning promotes personal and social growth,
career development and civic responsibility.
Students learn the value of education through
experiences in the community.
9. Alternative Schooling. Alternative schooling
can provide students with a variety of options
for graduation and flexible/more responsive
academic environments that can help students
reengage with learning.
Family Engagement
Parental involvement is associated
with higher student achievement for
grades 6-12.35 Parental involvement
in early education is positively
associated with higher reading
achievement, lower rates of grade
retention in eighth grade and fewer
years of special education.36
10. After-School Opportunities. After school and summer enhancement programs can be important
strategies for filling afternoon and summer gap time with constructive activities.
Instruction Strategies: These strategies aid schools in addressing a range of student learning styles,
increasing the skills and knowledge of teachers and harnessing the power of technology to improve student
engagement and attachment.
11. Professional Development. Teachers and staff need to feel supported and need to be able to
continue to develop skills, new techniques and learn about innovative strategies.
Schools that have found ways to educate all students

well have done so by providing ongoing learning for
teachers and staff37
12. Active Learning. Active learning promotes varied teaching and learning strategies that engage and
involve all students in the learning process and promote creative problem solving and lifelong
learning.
13. Educational Technology. Technology, including computer-assisted instruction, can provide
opportunities for engaging students in learning, addressing multiple intelligences and
accommodating different learning styles.
34
Gonzales, Richards, & Seeley, 2002, p.12.

Jeynes, 2007.
36
Reynolds, 1999.
37
National Commission on Teaching and Americas Future, p. 9.
35
23
14. Individualized Instruction. Individualized

instruction programs and personalized
learning environments consider individual
differences and allow for flexibility in teaching
methods and motivational strategies.
15. Career and Technical Education. School-towork programs help students develop
essential skills for workplace success like job
readiness and life skills.
M E N T O R IN G :
Big Brothers Big Sisters is the
nations largest volunteer supported
mentoring network. It matches and
monitors adults (Bigs) and
children (Littles) who are ages 6 to
18. BBBS mission is to provide
children facing adversity with strong
and enduring, professionally
supported one-to-one relationships
that change their lives for the better,
forever.38
School-Wide Positive Behavioral Intervention & Supports

One of the most widely used positive behavior support systems is School-Wide
Positive Behavioral Interventions & Supports. SWPBIS is a decision making
framework that guides selection, integration and implementation of evidence-based
practices for improving academic and behavior outcomes for all students. It focuses
on preventing misbehavior and uses data to inform discipline. SWPBS schools teach
behavioral expectations in the same way as any core curriculum subject. SWPBIS
schools use a three-tiered approach to providing social, culture, academic and
behavior supports to students. All students receive supports at the universal or
primary tier. If the behavior of some students is not responsive to the universal
supports, more intensive behavioral supports are provided, either in groups
(selected or secondary tier) or individually (intensive or tertiary tier).
Organizational supports and systems are also put in place to assist school personnel
to use interventions accurately and successfully.39
38
A 2000 study by Public/Private Ventures found youth involved in BBBS were less likely to start using drugs and alcohol; less
likely to hit someone; improved school attendance and performance, and attitudes toward completing school work; and
improved peer and family relationships. (Tierney, Grossman & Resch, 2000). For more information, visit: http://www.bbbs.org
39
For more information on Positive Behavioral Intervention & Supports visit the Office of Special Education Programs, US
Department of Education, Technical Assistance Center on Positive Behavioral Interventions and Supports, Effective Schoolwide
Interventions at http://www.pbis.org/default.aspx. (See also Sugai & Horner, 2002; Boccanfuso & Kuhfeld, 2011).
24
PATHNET: A NETWORKED PATHWAY TO A

LIVING-WAGE JOB AND CAREER
Puget Sound Educational Service District coordinates educational advocates
from a range of youth-serving organizations, institutions and schools to offer
skill development and case management to youth at risk for dropping out,
involved in Becca, and/or in the Juvenile Justice System. PathNet reengages
youth with the education system so that they have the opportunity to fulfill
their education and career goals. Services promote achievement of diploma,
GED or vocational certificate and engagement in career planning. The Four
Cornerstones of the PathNet Model are:
1. Focus on what the youth can do, rather than on their barriers and
failures
2. A youth-driven plan designed to take what was learned in the
strength-based assessment and develop a realistic, meaningful and
individualized plan created by the youth
3. A care manager who is selected by the youth and supported by the
system to be a significant adult who fosters their education and
employment goals
4. Connectivity to education and employment job and career training
with the end-goal of a living-wage. 40
40
For more information on the PathNet initiative and partners visit:

http://www.psesd.org/index.php?option=com_content&task=view&id=699&Itemid=578
25
Compassionate Schools: The Heart of Learning and Teaching,

State of Washington Office of Superintendent of Public
Instruction
The Compassionate Schools Initiative provides professional development
training, guidance, referral, and technical assistance to schools wishing to adopt
a Compassionate Schools Infrastructure. Compassionate Schools benefit all
students who attend but focus on students chronically exposed to stress and
trauma in their lives. These schools create compassionate classrooms and foster
compassionate attitudes of their school staff. The goal is to keep students
engaged and learning by creating and supporting a healthy climate and culture
within the school where all students can learn.
1. Focus on culture and climate in the school and community.
2. Train and support all staff regarding trauma and learning.
3. Encourage and sustain open and regular communication for all.
4. Develop a strengths based approach in working with students and
peers.
5. Ensure discipline policies are both compassionate and effective
(Restorative Practices).
6. Weave compassionate strategies into school improvement planning.
7. Provide tiered support for all students based on what they need.
8. Create flexible accommodations for diverse learners.
9. Provide access, voice, and ownership for staff, students and
community.
10. Use data to: identify vulnerable students, and determine outcomes
and strategies for continuous quality improvement.41
41
For more information visit http://www.k12.wa.us/CompassionateSchools/default.aspx
26
Programs
Selecting the right program for your local community depends on an appropriate assessment of the causes of
student absenteeism and disengagement. It is important for local communities to answer questions like who
drops out, when they drop out and why they drop out before embarking on a particular program or plan.
In Washington, as in many other states, our racial and ethnic minority student population is overrepresented
in dropout statistics. (Ireland, 2010; Lovrich & Jones, 2011).42 Students with disabilities and students in
foster care also experience greater instances of school dropout than the general population. (Ireland, 2010).
Trauma, adverse childhood experiences and exposure to community violence play a role in students ability to
be successful in school. (George, 2011; Saltzman et al, 2003). To best serve all students, responses to school
engagement that are culturally relevant and responsive to the individual needs of diverse students must be
employed. (Bailey & Dziko, 2008; Contreras & Stritikus, 2008; Hune & Takeuchi, 2008; Takeuchi & Hune,
2008; The People, 2008; National Working Group on Foster Care and Education, 2008).
Selection and/or adaptation of a truancy response program or protocol should be guided by the cultural
composition, needs and strengths of the local community. These planning steps are offered by researchers to
aid in program development:
Identify the student population to be served;
Form a collaborative team;
Identify program vision and goals;
Research programs that have demonstrated success in working with the target population;
Develop a proposal that included implementation strategies and identification of potential
supporters and funding sources; and
Create a program evaluation process that measures changes in selected student outcome measures
as a means of demonstrating the program's success in working with the target population. (Smith,
1991).
By researching programs that have demonstrated success, administrators can select the best program for
their school and community. Ineffective programs can do more harm than good and waste precious
personnel and financial resources. It can be difficult to identify programs backed by with credible and
reliable research. For this reason, Appendix B of this report provides a list of websites and resources
cataloging evidence based and promising programs. These resources are provided to aid administrators in
identifying truancy and dropout prevention programs that may be appropriate for replication. Some of the
resources even provide local contact information for program administrators to facilitate program
replication.
The importance of collecting and using data to improve programs cannot be overstated. Data can be used
every week or two, every month, every quarter, semester and year to track student attendance, grades,
attainment and discipline and help evaluate the impact of intervention strategies. Developing coordinated
systems for regular data collection and reporting to support decision-making is an important first step in
creating robust evaluation practices and programs that work. Appendix C of this report lists resources for
data collection and program evaluation.
42
State wide graduation and dropout statistics are reported by the Washington State Office of the Superintendent of Public
instruction on an annual basis. For more information see http://www.k12.wa.us/DataAdmin/default.aspx
27
Truancy Program Checklist

The following checklist created by NDPC represents the critical elements necessary to the success and
sustainability of truancy prevention programs. These guidelines may be used to improve and evaluate
existing practices and programs. An in-depth discussion of each critical element is contained in NDPC's
report Truancy Prevention In Action: Best Practices and Model Truancy Programs. (Reimer & Dimock, 2005, p.
46).
Collaboration
Have you identified the major stakeholders?
Do you have the right people involved?
Have you resolved territorial disputes?
Do you have a mission statement and measurable outcomes?
Family Involvement
Are parents welcomed and encouraged to volunteer?
Do you communicate with families in their native language, and is communication two-way, regular,
and meaningful?
Are parents full partners in decision making that impacts children and families?
Have staff been trained to be culturally sensitive?
Comprehensive Approach
Do you provide continuous engagement and attachment activities from elementary to high school?
Have you built relationships with local service providers who serve families?
Have you reached out to businesses for funding and support?
Do you have one point of contact for parents involved in your truancy program?
Use of Incentives and Sanctions
Do you cultivate a culture of success?
Have you asked students and parents what sanctions and incentives are meaningful to them?
Do you focus on accountability-based consequences?
Supportive Context
Have you done a community needs assessment?
Do you have an ongoing public awareness campaign directed at students, parents, and the
community?
Have you built relationships with community leaders?
Have you clearly explained how to avoid sanctions and attain incentives to students and families?
Evaluation and Assessment
Have you established measurable and realistic program goals?
Have you collected benchmark data against which to measure change?
Have you chosen an evaluation design?
Have you chosen an independent evaluator?
28
References
Achieve, Inc. (2009). Policy brief, improving graduation rates: Data-driven dropout prevention.
http://achieve.org/files/DataDrivenDropoutPreventionPolicy.pdf
Alliance for Excellent Education. (2003b, November). Fact sheet, the impact of education on: Health & well-being.
Washington, DC: Author.
Alliance for Excellent Education. (2006). Healthier and wealthier: Decreasing health care costs by increasing
educational attainment. Washington, DC: Author. http://www.all4ed.org/files/HandW.pdf
Alliance for Excellent Education. (2008). Facts for education advocates: The economic impacts of education.
Washington, DC: Author, co-published with the College Board.
http://professionals.collegeboard.com/profdownload/Facts_For_Education_Advocates_Sept.pdf
Alliance for Excellent Education. (2011). Issue brief, the high cost of high school dropouts: What the nation pays
for inadequate high schools . Washington, DC: Author. http://www.all4ed.org/files/HighCost.pdf
Alliance for Excellent Education, Civic Enterprises, and the Data Quality Campaign for AT&T. (March 2011).
Education as a data-driven enterprise: A primer for leaders in business, philanthropy, and education.
www.civicenterprises.net/reports.php
Almeida, C. & Steinberg, A. (2008). Raising graduation rates in an era of high standards, five commitments for
state action. Boston, MA: Jobs for the Future. http://www.achieve.org/files/raisinggradrates.pdf
Americas Promise Alliance. (2010). Policy brief: Preventing teen pregnancy is critical to school completion.
http://www.thenationalcampaign.org/resources/pdf/Briefly_PolicyBrief_School_Completion.pdf
American Civil Liberties Union of Washington & TeamChild. (2009). Defending Youth in Truancy Proceedings: A
Practice Manual for Attorneys. Seattle, WA: Author.
http://www.teamchild.org/pdf/Truancy%20Manual%20FINAL%20(rev.10.09).pdf
American Civil Liberties Union of Washington Foundation. (2007). Parents guide to public school discipline in
Washington. Seattle, WA: Author. http://www.acluwa.org/sites/default/files/attachments/Discipline_guide_parents_3_07.pdf
American Civil Liberties Union of Washington. (2007). Parents guide to truancy in Washington. Seattle, WA:
Author. http://www.aclu-wa.org/sites/default/files/attachments/Truancy_guide_parents_9_10.pdf
American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in
schools? An evidentiary review and recommendations. American Psychologist. Vol 63. No 9, 852-62.
http://www.apa.org/pubs/info/reports/zero-tolerance.pdf
Aos, S. (2010). Return on (taxpayer) investment: evidence-based options to improve statewide outcomes- update
for the legislature (10-10-1201). Olympia, WA: Washington State Institute for Public Policy.
http://www.ecs.org/school-climate
Bailey, M.H. & Dziko, T.M. (2008). A plan to close the achievement gap for African American students. Olympia,
WA: Superintendent of Public Instruction, Document No. 08-0059.
http://www.k12.wa.us/cisl/pubdocs/AfrAmer%20AchGap%20Rpt%20FINAL.pdf
29
Baker Evaluation, Research, and Consulting, Inc. (2007). Reinvesting in youth, dropout prevention planning
guidebook a guide for school district planning and self-assessment final draft. Renton, WA: Puget Sound
Educational Service District. http://www1.kent.k12.wa.us/district/diversity/FINALGuidebook-Tool6-3008.pdf
Baker, J.A., Derrer, R.D., Davis, S.M., Dinklage-Travis, H.E., Linder, D.S. & Nicholson, M.D. (2001a). The flip side of
the coin: Understanding the schools contribution to dropout and completion. School Psychology
Quarterly, 16, 406-426.
Baker, M.L., Sigmon, J.N., & Nugent, E.M. (2001b). Truancy reduction: Keeping students in school. Washington,
D.C.: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile and Justice and Delinquency
Prevention. https://www.ncjrs.gov/pdffiles1/ojjdp/188947.pdf
Balfanz, R. (2007). What your community can do to end its drop-out crisis: Learning form research and practice.
Washington, DC: Johns Hopkins University. http://web.jhu.edu/CSOS/images/Final_dropout_Balfanz.pdf
Balfanz, R. & Boccanfuso, C. (2007). Falling off the path to graduation: Middle grade indicators in Boston.
Baltimore, MD: Everyone Graduates Center.
Balfanz, R. & Bridgeland, J., Moore, L., & Fox, J. (2010). Building a grad nation: Progress and challenge in ending
the high school dropout epidemic. Baltimore, MD: Civic Enterprises, Everyone Graduates Center at John's
Hopkins University, American's Promise Alliance. http://every1graduates.org/gradnation.html
Balfanz, R. Legters, N. (2004). Locating the dropout crisis which high schools produce the nations dropouts?
where are they located? who attends them? Baltimore, MD: John Hopkins University.
http://www.csos.jhu.edu/crespar/techReports/Report70.pdf
Balfanz, R., Fox, J., Bridgeland, J. & McNaught, M. (2009). Grad nation a guidebook to help communities tackle the
dropout crisis. Washington, DC: Americas Promise Alliance.
http://www.americaspromise.org/~/media/Files/Our%20Work/Dropout%20Prevention/Grad%20Nat
ion%20Guidebook%20052809.ashx
Bell, A.J., Rosen, L.A. & Dynlacht, D. (1994). Truancy Intervention. Journal of Research and Development in
Education, 27, 203-211.
Blackledge, A. Dorn, R., Kanikeberg, K., Burke, A. & Mueller, M. (2009). Building bridges workgroup report to
legislation. Olympia, WA: Office of Superintendent of Public Instruction. http://www.k12.wa.us/ 09-0053
Blum, R.W., Beuhring, T. & Rinehart, P.M. (2000). Protecting teens: Beyond race, income and family structure.
Center for Adolescent Health, University of Minnesota. Minneapolis, MN: Author.
http://www.eric.ed.gov/PDFS/ED450075.pdf
Bylsma, P. & Ireland, L. (2005). Graduation and dropout statistics for Washingtons counties, districts, and
schools: Final report, school year 20032004. Olympia, WA: OSPI.
http://www.k12.wa.us/DataAdmin/pubdocs/GradDropout/0304/Graduationanddropoutstatistics2003-04Final.pdf
Boccanfuso, C. & Kuhfeld, M. (2011). Multiple responses, promising results: evidence-based, nonpunitive
alternatives to zero tolerance. Washington, DC: Brief Research-to-Results, Child Trends (pub. #2011-09).
http://www.childtrends.org/Files/Child_Trends-2011_03_01_RB_AltToZeroTolerance.pdf
30
Bowditch, C. (1993). Getting rid of troublemakers: High school disciplinary procedures and the production of
dropouts. Social Problems. 40, 493507.
Bridgeland, J. M., Dilulio, J. J. & Balfanz, R. (2009). On the front lines of schools: Perspectives of teachers and
principals on the high school dropout problem. Washington, DC: Civic Enterprises in Association with
Peter D. Hart Associates. http://www.civicenterprises.net/reports/on_the_front_lines_of_schools.pdf
Bridgeland, J., Dilulio, J. & Morison, K. (2006). Silent epidemic: Perspective of high school dropouts . Washington,
DC: Civic Enterprises in association with Peter D. Hart Research Associates for the Bill & Melinda Gates
Foundation.
http://www.sswaa.org/userfiles/file/2012handouts/B13/The%20Silent%20Epidemic%20%2844%20p
ages%29.pdf
Burchinal, P., Kainz, K., Cai, K., Tout, K., Zaslow, M., Martinez-Beck, I. & Rathgeb, C. (2009). Early care and
education quality and child outcomes. Washington, DC: Office of Planning, Research and Evaluation.
http://www.childtrends.org/files/child_trends-2009_5_21_rb_earlycare.pdf
Burley, M. (2010). High school graduation and dropout trends for Washington State foster youth (2005-2009)
(10-10-3901). Olympia, WA: Washington State Institute for Public Policy.
http://www.wsipp.wa.gov/rptfiles/10-10-3901.pdf
Bylsma, P. & Ireland, L. (2005). Graduation and Dropout Statistics for Washingtons Counties, Districts, and
Schools: Final Report, School Year 20032004. Olympia, WA: OSPI.
Bylsma, P., Shannon, G., Bergeson, T. & Heuschel, M. (2005). Promising programs and practices for dropout
prevention report to the legislature. Olympia, WA: Office of Superintendent of Public Instruction.
Retrieved from http://www.k12.wa.us/research/default.aspx.
Bylsma, P. & Shannon, G. (2005). Promising programs and practices for dropout prevention report to the
legislature. Olympia, WA: Office of Superintendent of Public Instruction.
http://www.k12.wa.us/research/pubdocs/PromisingProgramsandPractices.pdf
Bylsma, P. & Shannon, G. (2003). Helping students finish school: Why students drop out and how to help them
graduate. Olympia, WA: Office of Superintendent of Public.
http://www.k12.wa.us/research/pubdocs/dropoutreport2006.pdf
Cairns, R., Cairns, B. & Neckerman, H. (1989). Early school dropout: Configurations and determinants. Child
Development, 60, 1437-1452.
Caldas, S.J. (1993). Reexamination of input and process factor effects in public school achievement. Journal of
Educational Research, 86, 206-214.
Caspe, M. & Lopez, M. (2006). Lessons from family-strengthening interventions: learning from evidence-based
practice. Cambridge, MA: Harvard Family Research Project.
Catterall, J. S. (1985). On the social costs of dropping out of schools. (Report No. 86-SEPT-3). Stanford, CA:
Stanford University, Center for Educational Research.
Chapman, C., Laird, J. & KewalRamani, A. (2010). Trends in high school dropout and completion rates in the
United States: 19722008 (NCES 2011-012). National Center for Education Statistics, Institute of
31
Education Sciences, U.S. Department of Education. Washington, DC: Author.

http://nces.ed.gov/pubs2011/2011012.pdf
Cole, S., O'Brien, J., Gadd, M., Ristuccia, J., Wallace, D. & Gregory, M. (2005). Helping traumatized children learn, a
report and policy agenda: Supportive school environments for children traumatized by family violence.
Boston, MA: Massachusetts Advocates for Children. http://www.massadvocates.org/download-book.php
Colorado Foundation for Families (n.d.). 10 things a school can do to improve attendance. Denver, CO: Author.
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/10Thing
sASchoolCanDoToImproveAttendance.pdf
Contreras, F.E. & Stritikus, T. (2008). Understanding opportunities to learn for Latino students in Washington.
Seattle, WA: University of Washington.
http://www.cha.wa.gov/?q=files/WALatinoAchievementGapReport.pdf
Data Quality Campaign. (2009). A policymakers guide: Leveraging longitudinal student data to develop college
and career ready high school graduates. Washington, DC: Author.
http://dataqualitycampaign.org:8080/files/Policymakers_Guide.pdf
Data Quality Campaign. (2009b). The next step: Using longitudinal data systems to improve student success.
Washington, DC: Data Quality Campaign. http://www.dataqualitycampaign.org/files/NextStep.pdf
Davis, J. E., & Jordan, W. T. (1994). The effects of school context, structure, and experiences on African American
males in middle and high school. Journal of Negro Education, 63, 570-587.
DeLuca, S., Estacion, A. & Plank, S. (2005). Dropping out of high school and the place of career and technical
education: A survival analysis of surviving high school. Baltimore, MD: John Hopkins University, National
Research Center for Career and Technical Education.
http://136.165.122.102/UserFiles/File/pubs/DroppingOut-Plank.pdf
Dolin, E. (2001). Give yourself the gift of a degree. Washington, DC: Employment Policy Foundation.
Dorn, R. (2011). Policy and planning, unexcused absence definition. Memorandum No. 052-11M. Olympia, WA:
State of Washington Office of the Superintendent of Public Instruction.
http://www.k12.wa.us/BulletinsMemos.
Dougherty, C. (2008). Information wont be used if no one can see it: Why states should publish statistics based on
longitudinal student data. Washington, DC: Data Quality Campaign.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCUQFjAA&url=http%3
A%2F%2Fwww.nc4ea.org%2Flinkservid%2F3D2C04DB-94C3-87C65BBD89B337E7B7F8%2FshowMeta%2F0%2F&ei=3uh3T87SCcPjiAKa0omoDg&usg=AFQjCNG5l3Orbmg
NKWaLF22DN7-k_w5CcQ&sig2=BAt4dRh4In6y1ba1MQSo1Q
Dryfoos, J.G. (1990). Adolescents at risk: Prevalence and prevention. New York: Oxford University Press.
Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R. & Smink, J. (2008). Dropout prevention: A practice guide.
(NCEE 20084025). Washington, DC: National Center for Education Evaluation and Regional Assistance,
Institute of Education Sciences, U.S. Department of Education.
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dp_pg_090308.pdf
32
Eastwold, P. (1989). Attendance is important: Combating truancy in the secondary school. NASSP Bulletin, 14,
23-31.
Ekstrom, R. B., Goertz, M. E., Pollack, J. M., & Rock, D. A. (1986). Who drops out of high school and why? Findings
from a national study. Teachers College Record, 87, 357373.
Ensminger, M.E. & Slusarcick, A.L. (1992). Paths to high school graduation or dropout: A longitudinal study of
first grade cohort. Sociology of Education, 6, 95-113.
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.
Fabelo, T., Thompson, M., Plotkin, M., Carmichael, D., Marchbanks, M. & Booth, E. (2011). Breaking schools' rules:
A statewide study of how school discipline relates to students' success and juvenile justice involvement.
New York, NY: Council of State Governments Justice Center.
http://justicecenter.csg.org/resources/juveniles.
Family and Youth Services Bureau. (n.d). Mentoring children of prisoners fact sheet. Silver Spring, MD: National
Clearinghouse on Families & Youth. www.acf.hhs.gov/programs/fysb/.
Farrington, D. (1980). Truancy, delinquency, the home, and the school. In L. Hersov & I. Berg (Eds.), Out of School:
Modern perspectives in truancy and school refusal (pp. 49-63). New York, NY: John Wiley.
Federal Advisory Committee on Juvenile Justice. (2010). Annual report 2010. Washington, DC: U.S. Department of
Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.
http://www.facjj.org/annualreports/00-FACJJ%20Annual%20Report-FINAL%20508.pdf
Freudenberg, N. & Ruglis, J. (2007). Reframing school dropout as a public health issue. Preventing Chronic Disease,
4(4), 111
Galloway, D. (1982). A study of persistent absentees and their families. British Journal of Educational Psychology,
52, 317-330.
Garfinkel, I., Kelly, B. & Waldfogel, J. (2005). Public assistance programs: How much could be saved with
improved education? Paper prepared for the symposium on the Social Costs of Inadequate Education,
Teachers College Columbia University, October 2005.
Garry, E. (1996). Truancy: First step to a lifetime of problems. Juvenile Justice Bulletin. Washington, DC: Office of
Juvenile Justice and Delinquency Prevention. http://www.eric.ed.gov/PDFS/ED408666.pdf
George, T. (2011). Truancy in Washington state: Trends, student characteristics, and the impact of receiving a
truancy petition. Olympia, WA: Washington State Center for Court Research.
http://www.courts.wa.gov/wsccr/docs/TruancyEvalReport.pdf
Gewertz, C. (2009). Diplomas now offers potential dropouts lots of help. Education Week, Vol. 29, Issue 15, Pages
16-18.
Gonzales, R., Richards, K., & Seeley, K. (2002). Youth out of school: Linking absence to delinquency.
http://www.truancyprevention.org/documents/DonnerComplete9-04.pdf
33
Harlow, C. (2003). Education and correctional populations. Bureau of Justice Statistics Special Report.
Washington, DC: U.S. Department of Justice. http://bjs.ojp.usdoj.gov/content/pub/pdf/ecp.pdf
Heilbrunn, J. (2007). Pieces of the truancy jigsaw: A literature review. Denver, CO: National Center for School
Engagement.
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/Piecesoft
heTruancyJigsawALiteratureReview.pdf
Heilbrunn, J. A. & Seeley, K. (2003). Saving money saving youth: The financial impact of keeping kids in school
(3rd ed).
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/SavingM
oneySavingYouth.pdf
Heppen, J. B. & Therriault, S. B. (2008). Developing early warning systems to identify potential high school
dropouts. Washington, DC: National High School Center.
http://www.betterhighschools.org/pubs/documents/IssueBrief_EarlyWarningSystemsGuide.pdf
Hill, K. G., Howell, J. C., Hawkins, J. D. & Battin-Pearson, S. R. (1999). Childhood risk factors for adolescent gang
membership: Results from the Seattle social development project. Journal of Research in Crime and
Delinquency, 36(3):300322.
Huizinga, D., Loeber, R. & Thornberry, T.P. (1995). Recent findings from the program of research on the causes
and correlates of delinquency. Washington, DC: Office of Juvenile Justice and Delinquency Prevention.
https://www.ncjrs.gov/pdffiles1/Digitization/159042NCJRS.pdf
Huizinga, D., Loeber, R., Thornberry T. & Cothern, L. (2000). Co-occurrence of delinquency and other problem
behaviors. Washington, DC: Juvenile Justice Bulletin, Office of Juvenile Justice and Delinquency
Prevention, U.S. Department of Justice. https://www.ncjrs.gov/pdffiles1/ojjdp/182211.pdf
Hune, S. & Takeuchi, D.T. (2008). Asian Americans in Washington State: Closing their hidden achievement gaps.
Seattle, WA: University of Washington.
http://www.capaa.wa.gov/documents/AchievementGapReport.pdf
ICF International. (2010). Communities in schools national evaluation, five year summary report. Fairfax, VA:
Author.
http://www.communitiesinschools.org/media/uploads/attachments/Communities_In_Schools_National_
Evaluation_Five_Year_Summary_Report.pdf
International Institute for Restorative Practices. (2009). Improving school climate findings from schools
implementing restorative practices. Bethlehem, PA: Author. http://www.realjustice.org/pdf/IIRPImproving-School-Climate.pdf
Ireland, L. (2010). Graduation and dropout statistics for Washington in 2009-10. Olympia, WA: Washington State
Office of the Superintendent of Public Instruction.
http://www.k12.wa.us/DataAdmin/pubdocs/GradDropout/0910/GraduationDropoutWashington2009-10.pdf
Jerald, C. (2006). Identifying potential dropouts: Key lessons for building an early warning data system. A dual
agenda of high standards and high graduation rates. New York: NY, Achieve, Inc.
http://www.achieve.org/files/FINAL-dropouts_0.pdf
34
Jeynes, W. (2007). The relationship between parental involvement and urban secondary school student Academic
achievement. Urban Education, Volume 42, Number 1. p 82-110. Sage Publications.
http://msan.wceruw.org/documents/resources_for_educators/Relationships/Relation%20Parental%20
Involvement%20and%20Secondary%20Studnet%20Achievement.pdf
Jones, T. & Lovrich, N. (2011). Updated literature review on truancy: Key concepts, historical overview, and
research relating to promising practices-with particular utility to Washington State. Washington State
University. Pullman, WA.
Kelly, B. T., Loeber, R., Keenan, K. & DeLamatre, M. (1997). Developmental pathways in boys disruptive and
delinquent behavior. Juvenile Justice Bulletin. Washington DC: U.S. Department of Justice, Office of
Juvenile Justice and Delinquency Prevention. https://www.ncjrs.gov/pdffiles/165692.pdf
Klima, T. (2009). Washingtons truancy laws: School district implementation and costs. Olympia, WA: Washington
State Institute for Public Policy. http://www.wsipp.wa.gov/rptfiles/09-02-2201.pdf
Klima, T., Miller, M. & Nunlist, C. (2009). Truancy and dropout programs: Interventions by Washingtons school
districts and community collaborations. Olympia, WA: Washington State Institute for Public Policy,
Document No. 09-06-2202. http://www.wsipp.wa.gov/pub.asp?docid=09-06-2202
Koball, Heather, et al. (2011). Synthesis of research and resources to support at-risk youth. Washington, DC: Office
of Planning, Research and evaluation, Administration for Children and families, U.S. Department of health
and Human services.
http://www.acf.hhs.gov/programs/opre/fys/youth_development/reports/synthesis_youth.pdf
Laird, E. (2008). Developing and supporting P-20 education data systems: Different states, different models.
Washington, DC: National Center for Educational Achievement, Data Quality Campaign.
http://dataqualitycampaign.org:8080/files/meetings-dqc_quarterly_issue_brief_011508.pdf
Legal Center for Foster Care & Education. (2008). Solving the data puzzle: A how to guide on collecting and
sharing information to improve educational outcomes for children in out-of-home care. Washington, DC:
American Bar Association and Casey Family Programs.
http://www.casey.org/Resources/Publications/pdf/SolvingDataPuzzle.pdf
Legal Center for Foster Care and Education. (2008). Blueprint for change: Education success for children in foster
care. Second edition. Washington, DC: American Bar Association and Casey Family Programs.
http://www.americanbar.org/content/dam/aba/publications/center_on_children_and_the_law/educatio
n/blueprint_second_edition_final.authcheckdam.pdf
Lipsey, M.W., Howell, J.C., Kelly, M.R., Chapman, G. & Carver, D. (2010). Improving the effectiveness of juvenile
justice programs: A new perspective on evidence-based practice. Washington, DC: Center for Juvenile
Justice Reform, Georgetown Public Policy Institute, Georgetown University.
http://cjjr.georgetown.edu/pdfs/ebp/ebppaper.pdf
Loeber, R. & Farrington, D. P. (2000). Young children who commit crime: Epidemiology, developmental origins,
risk factors, early interventions, and policy implications. Development and Psychopathology, 12, 737-762.
Losen, D. (2011). Discipline policies, successful schools and racial justice. Boulder, CO: National Education Policy
Center, School of Education, University of Colorado Boulder. http://nepc.colorado.edu/files/NEPCSchoolDiscipline.pdf
35
Losen, D. & Skiba, R. (2010). Suspended education: Urban middle schools in crisis. Southern Poverty Law Center.
http://www.splcenter.org/sites/default/files/downloads/publication/Suspended_Education.pdf
Mac Iver, M. A. & Mac Iver, D. J. (2009). Beyond the indicators: An integrated school level approach to dropout
prevention. Arlington, VA: The Mid-Atlantic Equity Center, The George Washington Center for Equity and
Excellence in Education.
http://www.maine.gov/education/speced/tools/b2dropout/reports/indicators.pdf
Moore, K. & Terzian, M. (2009). What works for summer learning programs for low-income children and youth:
Preliminary lessons from experimental evaluations of social interventions. Washington, DC: Author.
http://www.wallacefoundation.org/knowledge-center/summer-and-extended-learning-time/summerlearning/Documents/Effective-and-Promising-Summer-Learning-Programs-Fact-Sheet.pdf
Moore, K., Whitney, C. & Boccanfuso, C. (2010). Ten ways to promote educational achievement and attainment
beyond the classroom. Research to Results, Brief. Washington, DC: Child Trends.
http://www.mentoring.org/downloads/mentoring_1263.pdf
Muennig, P. (2000). Health returns to education interventions. New York, NY: Mailman School of Public Health,
Columbia University.
http://devweb.tc.columbia.edu/manager/symposium/Files/81_Muennig_paper.ed.pdf
National Center for School Engagement. (2003). Tool kit for creating your own truancy reduction program.
Denver, CO: Author. https://www.ncjrs.gov/pdffiles1/pr/217271.pdf
National Center for School Engagement. (2005). Forming truancy coalitions: a case study of Jacksonville united
against truancy. Denver, CO: Colorado Foundation for Families and Children.
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/Forming
TruancyCoalitionsACaseStudyofJacksonvilleUnitedAgainstTruancy.pdf
National Center for School Engagement. (2005). How to evaluate your truancy reduction program. Denver, CO:
Colorado Foundation for Families and Children.
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/HowtoE
valuateYourTruancyReductionProgram.pdf
National Center for School Engagement. (2005). Truancy prevention in action best practices and model truancy
programs. Executive Summary. Denver, CO: Colorado Foundation for Families and Children.
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/Truancy
PreventioninActionBestPracticesandModelTruancyPrograms-ExecutiveSummary.pdf
National Center for School Engagement. (2006). Developing a report card for triple a schools. Denver, CO:
Colorado Foundation for Families and Children.
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/Developi
ngaReportCardforTripleASchools.pdf.
National Center for School Engagement. (2006b). Guidelines for a national definition of truancy and calculating
rates. Denver, CO: Colorado Foundation for Families and Children.
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/Guidelin
esforaNationalDefinitionofTruancyandCalculatingRates.pdf
36
National Center for School Engagement. (2007). 21 ways to engage students in school. Retrieved, from
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/21Wayst
oEngageStudentsinSchool.pdf
National Commission on Teaching and Americas Future. (1996). What matters most: Teaching for Americas
future. Washington, DC: U.S. Government Printing Office. http://nctaf.org/wpcontent/uploads/2012/01/WhatMattersMost.pdf
National School Climate Council. (2007). The school climate challenge: Narrowing the gap between school climate
research and school climate policy, practice guidelines and teacher education policy.
http://www.ecs.org/html/projectsPartners/nclc/docs/school-climate-challenge-web.pdf
National Womens Law Center & Mexican American Legal Defense and Educational Fund. (2009). Listening to
Latinas: Barriers to high school graduation. Los Angeles, CA: Author.
http://maldef.org/education/public_policy/listening_to_latinas/
National Working Group on Foster Care and Education. (December, 2008). Fact sheet: Educational outcomes for
children and youth in foster and out-of-home care. Seattle, WA: Casey Family Programs.
http://www.casey.org/Resources/Publications/pdf/EducationalOutcomesFactSheet.pdf.
Neild, R., Balfanz, R. & Herzog L. (2007). An early warning system. Educational Leadership, 65(2), 28-33.
Nelson, E. (1985). Dropout prevention. Eugene, OR: ERIC Clearinghouse on Educational Management, University
of Oregon. http://www.ericdigests.org/pre-925/dropout.htm
Northeastern University - Center for Labor Market Studies and Alternative Schools Network in Chicago. (2009).
Left behind in America : The nations dropout crisis. Center for Labor Market Studies Publications. Paper
21. http://iris.lib.neu.edu/cgi/viewcontent.cgi?article=1020&context=clms_pub
Office of the Superintendent of Public Instruction. (2011). Graduation and dropout statistics for Washington in
2009-10. (Document number 11-0019). Olympia, WA.
http://www.k12.wa.us/DataAdmin/pubdocs/GradDropout/0910/GraduationDropoutWashington2009-10.pdf
Office of the Superintendent of Public Instruction. (2006). Helping students finish school: Why students dropout
and how to help them graduate. Olympia, WA. (document number 03-0056).
Osher, D., Bear, G. G., Sprague, J. R. & Doyle, W. (2010). How can we improve school discipline? Educational
Researcher, 39(1), 48-58. National Education Policy Center: Discipline Policies, Successful Schools and
Racial Justice. http://nepc.colorado.edu/files/NEPC-SchoolDiscipline.pdf
Pastorek, P. (2009). Addressing the internal and external barriers to learning and teaching. Louisianas
comprehensive learning supports system: the design document. Baton Rouge, LA: Louisiana Department
of Education. http://www.louisianaschools.net/lde/uploads/15044.pdf
Pinkus, L. (2008). Using early-warning data to improve graduation rates: closing cracks in education system.
Policy Brief. Washington, DC: Alliance for Excellent Education. http://www.all4ed.org/files/EWI.pdf
37
Princiotta, D. & Reyna, R. (2009). Achieving graduation for all: A governors guide to dropout prevention and
recovery. Washington, DC: National Governors Association Center for Best Practices.
http://www.nga.org/files/live/sites/NGA/files/pdf/0910ACHIEVINGGRADUATION.PDF
Princiotta, D., Reyna, R., (2009) Achieving graduation for all: A governors guide to dropout prevention and
recovery. Washington, DC: NGA Center for Best Practices. Retrieved August 31, 2010 from
www.nga.org/center.
Raffaele Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why: A demographic analysis
of schools and disciplinary infractions in a large school district. Education & Treatment of Children, 26(3051).
Reimer, M. & Dimock, K. (2005). Truancy prevention in action: Best practices and model truancy programs.
Clemson, SC: National Dropout Prevention Center/Network. http://eric.ed.gov/PDFS/ED491287.pdf
Reimer, M. & Smink, J. (2005). 15 effective strategies improving student attendance and truancy prevention.
Clemson, SC: National Dropout Prevention Center/Network.
http://www.eric.ed.gov/PDFS/ED485683.pdf.
Revised Code of Washington Chapter 28A.225 et seq. Compulsory school attendance and admission.
http://apps.leg.wa.gov/rcw/default.aspx?cite=28A.225
Reynolds, A. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter? Journal
of School Psychology, vol. 37, issue 4, p 3797-402.
Rouse, C. E. (2005). Labor market consequences of an inadequate education. Paper prepared for the symposium
on the Social Costs of Inadequate Education, Teachers College Columbia University, October 2005.
Rohrman, D. (1993). Combating truancy in our schoolsa community effort. NASSP Bulletin, 76(549):4051.
Rumberger, R. (1987). High school dropouts: A review of the issues and evidence. Review of Educational
Research, 57, 101-121.
Rumberger, R. (2001). Why students drop out and what can be done. Paper prepared for the Conference,
Dropouts in America: How Severe is the Problem. Harvard University.
http://www.civilrightsproject.harvard.edu/research/dropouts/rumberger.pdf
Rumberger, R. & Lim, S. (2008). Why students drop out of school: A review of 25 years of research. Santa Barbara,
CA: University of California Dropout Research Project California Dropout Research Project.
http://www.slocounty.ca.gov/Assets/CSN/PDF/Flyer+-+Why+students+drop+out.pdf
Sampson, R. & Wilson, W. (1994). Toward a theory of race, crime and urban inequality. In John Hagan and Ruth
Peterson (Eds.), Crime and inequality, pp. 37-54. Stanford, CA: Stanford University Press.
Saltzman, W.R., Pynoos, R.S., Layne, C.M., Steinberg, A.M. & Aisenberg, E. (2003). School-based trauma and grief
intervention for adolescents. The Prevention Researcher, 10, 8-11.
Seeley, K. & MacGillivary, H. (2006). School policies that engage students and families. Denver, CO: National
Center for School Engagement.
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/SchoolP
oliciesthatEngageStudentsandFamilies.pdf
38
Shannon, S. & Bylsma, P. (2003). Helping students finish school: Why students drop out and how to help them
graduate. Olympia, WA: Office of Superintendent of Public Instruction.
Skiba, R. (2012). Reaching a critical juncture for our kids: The need to reassess school-justice practices. In Keeping
kids in school and out of court: A collection of reports to inform the National Leadership Summit on
School-Justice Partnership. Albany, NY: New York State Permanent Judicial Commission on Justice for
Children. http://school-justicesummit.org/pdfs/journal-web_paper_17.pdf
Skiba, R.J., Michael, R.S., Nardo, A.C. & Peterson, R. (2002). The color of discipline: Sources of racial and gender
disproportionality in school punishment. Urban Review, 34, 317-342. http://pcfly.info/pdf/COD/7.pdf
Skiba, R. & Peterson, R. (1999). The dark side of zero tolerance: Can punishment lead to safe schools? Phi Delta
Kappan, 80(5), 372-76,381-82.
Skiba, R., & Rausch, M. K. (2004). The relationship between achievement, discipline, and race: An analysis of
factors predicting ISTEP scores. Bloomington, IN: Center for Evaluation and Education Policy.
Skiba, R., & Rausch, M. K. (2006a). Zero tolerance, suspension, and expulsion: Questions of equity and
effectiveness. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research,
practice, and contemporary issues (pp. 1063-1089). Mahwah, NJ: Lawrence Erlbaum Associates.
Skiba, R., & Raush, M. K. (2006b). School disciplinary systems: Alternatives to suspension and expulsion. In G. G.
Bear & K. M. Minke (Eds.), Children's Needs III: Development, Prevention, and Intervention. Bethesda, MD:
National Association of School Psychologists.
Smink, J. & Reimer, M. S. (2005). Fifteen effective strategies for improving student attendance and truancy
prevention. Clemson, SC: National Dropout Prevention Center/Network.
Smick, Jay. (2007). Effective strategies for increasing graduation rates. Presentation for National Dropout
Prevention Center.
http://www.dropoutprevention.org/mediasite/jay_effstrat_bio20070329/presentation/SupportingFiles
/ViewerWM64Lite.html#.
Smith, G.A. (1991). Program planning for at-risk students. In West, L.L. (Ed.). Effective Strategies for dropout
prevention of at-risk youth. Gaithersburg, MD: Aspen Publishers ,Inc
Snyder, T.D. & Dillow, S. A. (2011). Digest of education statistics 2010 (2011-015). Washington, DC: U.S.
Department of Education, National Center for Education Statistics, Institute of Education Sciences.
http://nces.ed.gov/pubs2011/2011015.pdf
Sommer, B. (1985a). Whats different about truants? A comparison study of eighth-graders. Journal of Youth and
Adolescence, 14, 411-423.
Sommer, B. (1985b). Truancy in early adolescence. Journal of Early Adolescence, 5, 145-160.
Sugai, G. & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child
and Family Behavior Therapy, 24 (1/2), 23-50, 28.
39
Sum, A. Fogg, N. & Mangum, G. (2000). Confronting the youth demographic challenge: The labor market prospects
of out-of-school young adults. Policy issues monograph. Baltimore, MD: Sar Levitan Center, Johns
Hopkins University. http://www.eric.ed.gov/PDFS/ED459337.pdf
Sum, A., Khatiwada, I. & McLaughlin, J. (2009). The consequences of dropping out of high school. Center for Labor
Market Studies Publications. Paper 23. http://hdl.handle.net/2047/d20000596
Sunderland, J., Traynor, J. Cox, J. & Kaiser, K. (2010). Enhancing middle school student experiences: strategies to
increase the graduation rate in Spokane public schools. Spokane, WA: Gonzaga University, Priority
Spokane Educational Attainment Research Project.
http://graduationtown.org/sites/default/files/Dropout%20Prevention%20Final-Report-from-GU-toPriority-Spokane4_0.pdf
Svec, H. (1986). School discrimination and the high school dropout: A case for adolescent advocacy. Adolescence,
21, 449-452.
Takeuchi, D.T. & Hune, S. (2008). Growing presence, emerging voices: Pacific Islanders and academic
achievement in Washington. Seattle, WA: University of Washington.
http://www.capaa.wa.gov/documents/PacificIslanderAchievementGapReport.pdf
Tate, D. (2008). Schools for all campaign: The school bias and pushout problem. San Francisco, CA: ACLU of
Northern California. http://www.aclunc.org/s4a/full_report.pdf
Taveras, B., Douwes, C. & Johnson, K. (2010). New visions for public schools: Using data to engage families.
Cambridge, MA: Harvard Family Research Project, Harvard Graduate School of Education, Harvard
University. http://www.hfrp.org/family-involvement/publications-resources/new-visions-for-publicschools-using-data-to-engage-families
The People. (2008). From where the sun rises: Addressing the educational achievement of Native Americans in
Washington State. Clearinghouse on Native Teaching and Learning, Delivered to the Washington
Legislature, December 30, 2008. http://www.goia.wa.gov/LinksResources/SnapshotExecutiveSummary.pdf
Therriault, S., Heppen, J., O'Cummings, M., Fryer, L. & Johnson, A. (2010). Early warning system implementation
guide. (2010). Washington, DC: National High School Center.
http://www.doe.virginia.gov/support/school_improvement/early_warning_system/materials/implemen
tation_guide.pdf
Tierney, J., Grossman, J. & Resch, N. (2000). Making a difference, an impact study of big brothers and big sisters.
Philadelphia, PA: Public/Private Ventures.
http://www.ppv.org/ppv/publications/assets/111_publication.pdf
Tittle, C. & Meier, R. (1990). Specifying the SES/delinquency relationship. Criminology, 28, 271-299.
Tyre, P. (2009). Coaching students to stay in school. Parade, June, 7, 2009.
http://www.parade.com/news/2009/06/coaching-students-to-stay-in-school.html.
UCLA- Center for Mental Health in Schools. (2007). Youth risk taking behavior: the role of schools. Los Angeles,
CA: Author. http://smhp.psych.ucla.edu/pdfdocs/policyissues/risktaking.pdf
40
United States Department of Labor. (2007). Improving demand-driven services and performance: Toolkit for
effective front-line services to youth. Washington, DC: Author.
http://www.doleta.gov/youth_services/pdf/TOOLKIT%202007.pdf
University of South Carolina School of Law, Childrens Law Office. (2005). Truancy guide: A training & resource
manual for truancy intervention. Columbia, SC: Author.
http://www.statelibrary.sc.gov/scedocs/Un35Chi/000163.pdf
National Center for Education Evaluation and Regional Assistance. (2009). Using student achievement data to
support instructional decision making. NCEE 2009-4067. Washington, DC: U.S. Department of Education.
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/dddm_ pg_092909.pdf
Vavrus, F. & Cole, K. (2002). "I didn't do nothin'": The discursive construction of school suspension. The Urban
Review, 34, 87-111.
Vera Institute of Justice. (2011). School building truancy policies and practices survey findings. New York, NY:
Author. http://www.ccyj.org/
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.
Wallace, J.M., Jr., Goodkind, S.G., Wallace, C.M. & Bachman, J. (2008). Racial/ethnic and gender differences in
school discipline among American high school students: 1991-2005. Negro Educational Review, 59, 47-62.
Washingtons Civic Engagement Forum. (2009). Students participate in state policy decisions affecting their
health and learning. http://www.k12.wa.us/CoordinatedSchoolHealth/pubdocs/PROGRAMSPOTLIGHT-CDCWashington2009.pdf
Wehlage, G. G. & Rutter, R. A. (1986). Dropping out: How much do schools contribute to the problem? Teachers
College Record, 87, 374393.
Weissberg, R.P., Kumpfer, K.L. & Seligman, M.E.P. (2003). Prevention that works for children and youth: An
introduction. American Psychologist, 58: 425432.
W.K. Kellogg Foundation. (1998). WK Kellogg Foundation evaluation handbook. Battle Creek, MI: Author.
http://www.wkkf.org/knowledge-center/resources/2010/W-K-Kellogg-Foundation-EvaluationHandbook.aspx
Wells, S. (1990). At risk youth: identification, programs and recommendations. Englewood, CO: Teacher Idea Press.
Welsh, W. N., Jenkins, P. H. & Harris, P. W. (1999). Reducing minority overrepresentation in juvenile justice:
Results of community-based delinquency prevention in Harrisburg. Journal of Research in Crime and
Delinquency, 36(1), 87-110.Wise, B. (2010)
Wolpow, R., Johnson, M., Hertel, R. & Kincaid, S. (2009). The heart of learning and teaching: Compassion,
resiliency, and academic success. Olympia, WA: Washington State Office of Superintendent of Public
Instruction.
http://www.k12.wa.us/CompassionateSchools/pubdocs/TheHeartofLearningandTeaching.pdf
Wong, M., Shapiro, M., Boscardin, W. & Ettner, S. (2002). Contribution of major diseases to disparities in
mortality. New England Journal of Medicine, 347, 1585-1592.
41
Appendices
A: Web Based Truancy Resources
The following is a list of resources to aid you in developing your truancy reduction program or learning more
about truancy reduction and dropout prevention, intervention and retrieval.
Achieve
http://www.achieve.org/
Created in 1996 by the nation's governors and corporate leaders, Achieve is an independent, bipartisan, nonprofit education reform organization based in Washington, D.C. that helps states raise academic standards
and graduation requirements, improve assessments and strengthen accountability. To make college and
career readiness a priority in the states, in 2005, Achieve launched the American Diploma Project (ADP)
Network. Through the ADP Network governors, state education officials, postsecondary leaders and business
executives work together to improve postsecondary preparation by aligning high school standards,
graduation requirements and assessment and accountability systems with the demands of college and
careers. To assist ADP Network states in making the case for reform, Achieve has developed a range of
advocacy resources that aim to address common concerns with college and career readiness. Achieve
provides technical assistance to states on their standards, assessments, curriculum and accountability
systems. Achieve regularly conducts R&D to help advance the work of the ADP Network states as well as the
education reform community at large.
Americas Promise
http://www.americaspromise.org/
With more than 400 national partner organizations and their local affiliates, the Alliance is uniquely
positioned to mobilize Americans to act. We have made a top priority of ensuring that all young people
graduate from high school ready for college, work and life through our Grad Nation movement. Our work
involves driving awareness, creating connections and sharing knowledge to provide children the key
supports we call the Five Promises: Caring adults, safe places, a healthy start, an effective education and
opportunities to help others.
Annie E. Casey Foundation
http://www.aecf.org/
The primary mission of the Foundation is to foster public policies, human-service reforms, and community
supports that more effectively meet the needs of todays vulnerable children and families. In pursuit of this
goal, the Foundation makes grants that help states, cities and neighborhoods fashion more innovative, costeffective responses to these needs.
Big Brothers Big Sisters (Nationwide)
www.bbbs.org
For more than 100 years, Big Brothers Big Sisters has operated under the belief that inherent in every child is
the ability to succeed and thrive in life. As the nations largest donor and volunteer supported mentoring
network, Big Brothers Big Sisters makes meaningful, monitored matches between adult volunteers (Bigs)
and children (Littles), ages 6 through 18, in communities across the country. We develop positive
relationships that have a direct and lasting effect on the lives of young people.
42
California Dropout Research Project

http://cdrp.ucsb.edu
The California Dropout Research Project (CDRP) was established in December 2006 to synthesize existing
research and undertake new research to inform policymakers, educators and the general public about the
nature of the dropout crisis in California and to help the state develop a meaningful policy agenda to address
the problem.
Center for Effective Collaboration and Practice
http://cecp.air.org/guide/resource.asp
It is the mission of the Center for Effective Collaboration and Practice to support and promote a reoriented
national preparedness to foster the development and the adjustment of children with or at risk of developing
serious emotional disturbance. To achieve that goal, the Center is dedicated to a policy of collaboration at
Federal, state, and local levels that contributes to and facilitates the production, exchange, and use of
knowledge about effective practices.
Center for Mental Health in Schools (UCLA)
http://smhp.psych.ucla.edu/materials/topiclist.htm
The School Mental Health Project (SMHP) was created in 1986 to pursue theory, research, practice and
training related to addressing mental health and psychosocial concerns through school-based interventions.
To these ends, SMHP works closely with school districts, local and state agencies, special initiatives, and
organizations and colleagues across the country. In 1995 the project established its national Center for
Mental Health in Schools as part of the federal mental health in schools program.
Coalition for Community Schools
www.communityschools.org
The Coalition for Community Schools, housed at the Institute for Educational Leadership, is an alliance of
national, state and local organizations in education K-16, youth development, community planning and
development, family support, health and human services, government and philanthropy as well as national,
state and local community school networks. Community schools are both a place and a set of partnerships
between the school and other community resources. There are a number of national models and local
community school initiatives that share a common set of principles: fostering strong partnerships, sharing
accountability for results, setting high expectations, building on the communitys strengths, and embracing
diversity and innovative solutions.
Communities in Schools
http://www.communitiesinschools.org/
Communities In Schools works within the public school system, determining student needs and establishing
relationships with local businesses, social service agencies, health care providers, and parent and volunteer
organizations to provide needed resources.
CRESPAR- Center for Research on the Education of Students Placed At Risk
http://www.csos.jhu.edu/crespar/
CRESPAR was established in 1994 as a collaboration between Johns Hopkins University and Howard
University. CRESPAR's mission is to conduct research, development, evaluation, and dissemination of
replicable strategies designed to transform schooling for students who are placed at risk due to inadequate
institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home
background. The work of the Center is guided by three central themes: Talent development; Success at key
developmental hurdles; and Scaling up effective programs. CRESPARs research programs seek to
43
understand children's strengths, create educational methods, and develop family and community
partnerships to build on those strengths, evaluate the results of these approaches, and disseminate strategies
that prove to be effective. Along with a talent development focus, all CRESPAR programs aim to identify
points in children's schooling when things may go wrong to ensure that children remain on a successful
learning trajectory that leads to good adjustment to new schools, high school graduation, college attendance,
and success in the workforce. CRESPAR also works to disseminate successful strategies and how to create
school, district, state, and national policies that will guide the effective implementation of proven programs
and practices.
The Everyone Graduates Center (Johns Hopkins University)
http://www.every1graduates.org/
The mission of the Everyone Graduates Center is to develop and disseminate the know-how required to
enable all students to graduate from high school prepared for college, career, and civic life. Through a
systematic and comprehensive approach, EGC combines analysis of the causes, location, and consequences of
the nations dropout crisis with the development of tools and models designed to keep all students on the
path to high school graduation, and capacity building efforts to enable states, communities, school districts,
and schools to provide all their students with the supports they need to succeed. Located in the Center for
Social Organization of Schools at Johns Hopkins University,
EGC seeks to identify the barriers that stand in the way of all students graduating from high school prepared
for adult success, to develop strategic solutions to overcome the barriers, and to build local capacity to
implement and sustain them.
Fast Track Program
http://www.fasttrackproject.org/
Fast Track is a comprehensive intervention project designed to look at how children develop across their
lives by providing academic tutoring and lessons in developing social skills and regulating their behaviors.
Selection began when the participants entered kindergarten and children were placed either in the
intervention group or the control group. The intervention was guided by a developmental theory stating the
interaction of multiple influences on the development of behavior. There can be multiple stressors and
influences on children and families that increase their risk levels. In such contexts, some families that
experience marital conflict and instability can cause inconsistent and ineffective parenting. These children
can sometimes enter school poorly prepared for the social, emotional, and cognitive demands of this setting.
Often the child will then attend a school with a high number of other children who are similarly unprepared
and are negatively influenced by disruptive classroom situations and punitive teacher practices. Over time,
children in these circumstances tend to demonstrate particular behaviors, are rejected by families and peers,
and tend to receive less support from teachers, further increasing aggressive exchanges and academic
difficulties.
Iowa Department of Education. Dropout Prevention Resource Page.
http://educateiowa.gov/index.php?option=com_content&task=view&id=1543&Itemid=898
Iowa Department of Education directs school districts to focus their resources on improving outcomes in the
following three domains: staying in school, progressing in school, and completing school. The website
includes resources for research based strategies that are provided to assist districts in planning programming
to prevent dropping out of school or re-engaging those students who have or are considering dropping out
cognitively, behaviorally or emotionally.
44
Jobs for the Future

http://www.jff.org/about-us
Jobs for the Future(JFF) identifies, develops, and promotes education and workforce strategies that expand
opportunity for youth and adults who are struggling to advance in America today. In more than 200
communities across 43 states, JFF improves the pathways leading from high school to college to familysustaining careers.
MENTOR
www.mentoring.org
MENTOR is the lead champion for youth mentoring in the United States. We serve young people between the
ages of 6 and 18, and MENTOR's work over the last two decades has helped millions of young people find the
support and guidance they need to build productive and meaningful lives. MENTOR helps children by
providing a public voice, developing and delivering resources to mentoring programs nationwide and
promoting quality for mentoring through standards, cutting-edge research and state of the art tools.
National Center for Children in Poverty
http://www.nccp.org/
The National Center for Children in Poverty (NCCP) is the nations leading public policy center dedicated to
promoting the economic security, health, and well-being of Americas low-income families and children. NCCP
uses research to inform policy and practice with the goal of ensuring positive outcomes for the next
generation. We promote family-oriented solutions at the state and national levels.
National Center for School Engagement
http://www.schoolengagement.org/
The National Center for School Engagement was established based on over a decade of educational research
conducted by Colorado Foundation for Families and Children. NCSE has generated many resources about
school attendance, attachment, and achievement. NCSE provides training and technical assistance, research
and evaluation to school districts, law enforcement agencies, courts, as well as state and federal agencies -- to
name a few.
National Center for Universal Design in Teaching
http://www.udlcenter.org/resource_library/articles
Universal Design for Learning is a set of principles for curriculum development that give all individuals equal
opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and
assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that
can be customized and adjusted for individual needs.
National Criminal Justice Reference Service (Office of Justice Programs, U.S. Department of Justice)
http://www.ncjrs.gov/App/Publications/AlphaList.aspx
Established in 1972, NCJRS is a federally funded resource offering justice and substance abuse information to
support research, policy, and program development worldwide. Note: Information generated by the
Department of Justice and its component agencies, is in the public domain and may be reproduced, published
or otherwise used without the Departments permission. Citation to the Department of Justice agency as the
source of the information is appreciated, as appropriate. The use of any Department of Justice seals, including
the Office of Justice Programs, is protected and requires advance authorization, as described below. With
respect to materials generated by entities outside of the Department of Justice, permission to copy these
materials, if necessary, must be obtained from the original source.
45
National Dropout Prevention Center (Clemson University)

http://www.dropoutprevention.org/
National Dropout Prevention Centers provide knowledge and promote networking for researchers,
practitioners, policymakers, and families to increase opportunities for youth in at-risk situation to receive the
quality education and services necessary to successfully graduate from high school. The mission of the
National Dropout Prevention Center/Network is to increase high school graduation rates through research
and evidence-based solutions.
National Dropout Prevention Center for Students with Disabilities
http://www.ndpc-sd.org/
National Dropout Prevention Centers provide knowledge and promote networking for researchers,
practitioners, policymakers, and families to increase opportunities for youth in at-risk situation to receive the
quality education and services necessary to successfully graduate from high school. The ultimate goal the
National Dropout Prevention Center for Students with Disabilities is to provide high quality, evidence-based
technical assistance to help states build and implement sustainable programs and best practices that will
yield positive results in dropout prevention, reentry, and school completion for students with disabilities.
National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are
Neglected Delinquent or At-Risk
http://www.neglected-delinquent.org
The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are
Neglected, Delinquent, or At Risk (NDTAC) was established in 2002 through support from the U.S.
Department of Education (USED). NDTAC serves as a national resource center to provide direct assistance to
States, schools, communities, and parents seeking information on the education of children and youth who
are considered neglected, delinquent, or at-risk.
National High School Center
http://www.betterhighschools.org/
The National High School Center, based at the American Institutes for Research, provides research, tools and
products, and assistance on high school improvement issues. The publication section of this website allows
users to access reports, briefs, fact sheets, guides, and brochures produced on a variety of current high school
issues, including a section on dropout prevention. The National High School Center also offers a free
Microsoft Excel-based Early Warning System (EWS) Tool v2.0 that identifies students who show early
warning signs for dropping out of high school.
National High School Center (NHSC)
http://www.betterhighschools.org/KnowledgeDataBase/
The National High School Centers Knowledge Database is a repository for collected resources research,
tools, and products that address high school improvement. The Center identifies research-supported tools
and products to assist education consumers in locating credible and useful information. There are several
options for searching the database including key words and topic areas.
National Research Center for Career and Technical Education University of Minnesota
http://136.165.122.102/mambo/content/view/41/58/
The NRCCTE works to improve the engagement, achievement, and transition of high school and
postsecondary CTE students through technical assistance to states, professional development for CTE
practitioners, and dissemination of knowledge derived from scientifically based research.
46
National School Climate Center

http://www.schoolclimate.org/climate/index.php
Our goal is to promote positive and sustained school climate: a safe, supportive environment that nurtures
social and emotional, ethical, and academic skills. NSCC is an organization that helps schools integrate crucial
social and emotional learning with academic instruction. In doing so, we enhance student
performance, prevent drop outs, reduce physical violence, bullying, and develop healthy and positively
engaged adults. The website has school climate survey tools and resources for purchase on school climate
improvement.
National Child Traumatic Stress Network
http://www.nctsn.org/resources/audiences/school-personnel/resources-for-schools
The National Center for Child Traumatic Stress (NCCTS) develops and maintains Network structure,
facilitates collaborative activity, oversees resource development, and coordinates national training and
education for the National Child Traumatic Stress Network. Housed jointly at the UCLA Neuropsychiatric
Institute and the Duke University Medical Center, the NCCTS works closely with the Network's funderthe
Substance Abuse and Mental Health Services Administrationand with its fellow Network members to
increase access to services and raise the standard of care for traumatized children and their families.
National Girls Institute
http://www.nationalgirlsinstitute.org/about-us/
The National Girls Institute (NGI) is a federally-funded partnership between the National Council on Crime
and Delinquency (NCCD) and the Office of Juvenile Justice and Delinquency Prevention (OJJDP). NGI is a
research-based training and resource clearinghouse designed to advance understanding of girls issues and
improve program and system responses to girls in the juvenile justice system. NGI activities include
conducting a national assessment of training and technical assistance needs; developing standards of care;
providing access to relevant resources; and providing gender-responsive training and technical assistance.
NGI provides direction for advancing the application of research and information to practice to improve
national, state, and local responses to girls, and assists agencies to improve capacity by providing training and
technical assistance along the entire continuum of services to better meet the needs of girls and staff who
work with them.
National Womens Law Center
http://www.nwlc.org/
Since 1972, the Center has expanded the possibilities for women and girls in this country. We have succeeded
in getting new laws on the books and enforced; litigating ground-breaking cases all the way to the Supreme
Court, and educating the public about ways to make laws and public policies work for women and their
families. Today, an experienced staff of nearly 60 continues to advance the issues that cut to the core of
women's lives in education, employment, family and economic security, and health and reproductive rights
with special attention given to the needs of low-income women and their families.
Office of Juvenile Justice and Delinquency Prevention Model Programs Guide
http://www.ojjdp.gov/mpg/
The Office of Juvenile Justice and Delinquency Prevention's Model Programs Guide (MPG) is designed to assist
practitioners and communities in implementing evidence-based prevention and intervention programs that
can make a difference in the lives of children and communities. The MPG database of over 200 evidencebased programs covers the entire continuum of youth services from prevention through sanctions to reentry.
The MPG can be used to assist juvenile justice practitioners, administrators, and researchers to enhance
accountability, ensure public safety, and reduce recidivism. The MPG is an easy-to-use tool that offers a
47
database of scientifically-proven programs that address a range of issues, including substance abuse, mental
health, and education programs.
Office of Juvenile Justice and Delinquency Prevention Strategic Planning Tool.
http://www.nationalgangcenter.gov/SPT/
The Strategic Planning Tool was developed to assist in assessing a communitys gang problem and planning
strategies to deal with it. Although originally created for cities participating in the OJJDP Gang Reduction
Program, the tool can be used by any community. The four interrelated components of the tool are described
below. They can be used separately or in sequence, depending on the users needs. The Planning and
Implementation, Risk Factors, and Program Matrix components provide information for any community, but
the Community Resource Inventory component is site-specific.
Peer Resources
http://www.mentors.ca/mentorprograms.html
This is a clearinghouse of mentoring programs. To appear in this list of examples, mentor programs must
meet specific criteria. Either the organization has agreed to have its description included or the description
appeared in public documents such as professional literature or publically accessible Internet documents.
Positive Behavioral Interventions and Supports
http://www.pbis.org/
The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special
Education Programs, US Department of Education to give schools capacity-building information and technical
assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
Public Private Ventures
www.ppv.org
P/PV is a national nonprofit research organization that works to improve the lives of children, youth and
families in high-poverty communities by making social programs more effective. We identify and examine
gaps in programs designed to create opportunities for people in poverty. We use this knowledge to stimulate
new program ideas, manage demonstration projects, conduct evaluations, and expand or replicate effective
approaches.
Truancy Intervention Project (TIP)
http://www.truancyproject.org/
The Truancy Intervention Project mission is to provide advocacy and other resources for Georgias children
and their families to present school failure. TIP has the vision of eradicating school failure through ongoing
collaboration with the Fulton County Juvenile Court, Atlanta City and Fulton County Public School Systems,
the Atlanta and Georgia Bar Foundations, and innumerable community-based outreach programs that work
to serve children and families.
Tutor Mentor Connection
www.tutormentorconnection.org (Chicago, IL)
The mission of the Tutor/Mentor Connection (T/MC) is to gather and organize all that is known about
successful non-school tutoring/mentoring programs and apply that knowledge to expand the availability and
enhance the effectiveness of these services to children throughout the Chicago region.
48
United States Department of Education

http://www.ed.gov/
The mission of the Department of Education is to promote student achievement and preparation for global
competitiveness by fostering educational excellence and ensuring equal access.
49
B: Evidence Based and Promising Programs

The following is a list of websites and reports that highlight evidence based, proven and promising programs.
The first section of the appendix focuses on truancy and dropout specific programs. The second section
contains other evidence based and promising programs that target the well being of children and youth and
may be part of an overall truancy or dropout prevention strategy.
School Engagement and Truancy/Dropout Prevention, Intervention and

Retrieval Programs
American Bar Association (ABA), Model Truancy Prevention Programs
Members of the American Bar Associations Juvenile Justice, Prosecution Function and Defense
Function/Services Committees were surveyed regarding knowledge of truancy prevention initiatives. These
documents briefly describes constructive approaches to truancy intervention from Atlanta and other locales
across the U. S. as reported by members. In addition, there is contact information provided for programs
included. Please note: the programs included in this resource are not necessarily evidence based or
promising programs.
http://www2.americanbar.org/BlueprintForChange/Documents/Truancy%2520Prevention%2520Program
s.doc-12k-2011-04-18
http://www.americanbar.org/content/dam/aba/publications/center_on_children_and_the_law/youth_at_ris
k/truancy_prevention.doc-14k-2011-06-29
National Center for School Engagement (NCSE), Truancy Program Registry
http://www.schoolengagement.org/truancypreventionregistry/index.cfm?fuseaction=programlist
The truancy program registry provides a database of truancy reduction contacts and programs. Users can
search by state, grade level, program type, evidence of effectiveness and host agency type.
National Dropout Prevention Center/Network (NDPC), Model Programs Database
http://www.dropoutprevention.org/modelprograms
NDPD has a school based Evidence Based Practice (EBP) resource. Users can select EBPs by target age,
gender, EBP rating, descriptors, ethnicity, target settings, target groups, funding and cost, risk factors and
protective factors. In addition, there is contact information provided by those who are currently
implementing the programs.
Office of Juvenile Justice and Delinquency Prevention (OJJDP), Model Programs Guide, Academic
Problems
http://www.ojjdp.gov/mpg/mpgSearch.aspx
The OJJDP Model Programs Guide provides a registry of substance abuse, mental health and education
prevention and intervention programs. Users can search EBPs by continuum phase, age group, ethnicity,
gender, problem area, offender groups, target settings, target strategies, program type, or any combination.
The search function can be used to identify programs that address academic problems.
50
The Substance Abuse and Mental Health Services Administration (SAMHSA) National Registry of
Evidence based programs and practices
http://www.nrepp.samhsa.gov/Search.aspx
SAMHSAs EBP registry includes: an intervention summary, descriptive information i.e. areas of interest,
outcomes, outcome categories, age gender, race/ethnicity, settings, geographical locations, implementation
history, comparative effectiveness research studies, adaptations, adverse effects, prevention category,
outcomes, quality of research, study populations, readiness for dissemination, as well as costs and
replications. Users can search on keywords such as "truancy" or "dropout" to identify proven programs.
Contact information for existing programs is provided to assist in program implementation and replication.
What Works Clearinghouse (WCC), United States Department of Education Institute of Education
Sciences
http://ies.ed.gov/ncee/wwc/
The WWC allows users to find interventions (educational programs, practices, or policies) that address school
or school districts needs and summarize their evidence of effectiveness. Only interventions with research
evidence are included in the summary results. Other interventions, including those not yet evaluated, can be
searched on the Topic Areas page. Searches can be refined to include only those programs targeted at
dropout prevention, completing school, progressing in school and staying in school.
Other Social, Education, Mental Health and Juvenile Justice Related

Programs
Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of
Colorado Boulder. Blueprints for Violence Prevention: Model Programs and Promising Programs
http://www.colorado.edu/cspv/blueprints/
Best Evidence Encyclopedia: Empowering Educators with Evidence on Proven Programs
http://www.bestevidence.org/
Coalition for Evidence-Based Policy: Social Programs that Work
http://evidencebasedprograms.org/wordpress/
Communities That Care, The Prevention Strategies Guide, Tested Effective Programs
http://www.sdrg.org/ctcresource/Prevention%20Strategies%20Guide/testedprograms.pdf
Crime Soluntions.gov. Reliable Research. Real Results.
http://crimesolutions.gov/
Department of Education, Institute for Educational Sciences: What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/reports/
National Center for Mental Health Promotion and Youth Violence Prevention, Evidence Based
Program Fact Sheets
http://www.promoteprevent.org/publications/EBI-factsheets/FFT.pdf
OJJDP Model Programs Guide
http://www.ojjdp.gov/mpg/
51
Promising Practices Network on Children, Families and Communities, Programs that Work
http://www.promisingpractices.net/programs.asp
Substance Abuse and Mental Health (SAMHSA) National Registry of Evidence-based Programs and
Practices
http://nrepp.samhsa.gov/
University of Washington Alcohol and Drug Abuse Institute. (2006). Evidence-Based Practices for
Treating Substance Use Disorders: Matrix of Interventions
http://adai.washington.edu/ebp/matrix.pdf
52
C: Evaluation Resources
Washington State Early Warning Systems and Risk Assessments
Washington Assessment of the Risks and Needs of Students (WARNS)
As part of a coordinated statewide effort, the Administrative Office of the Courts (AOC) was chosen in 2008 to
develop a risk and needs assessment for status offenders. This instrument, the Washington Assessment of the
Risks and Needs of Students (WARNS), is designed especially for high school-age truant students and other
status offenders. The purpose of the WARNS is to quickly and effectively identify youths who are at
considerable risk for future problematic behaviors such as truancy, dropping out, and delinquency. Equally
important is an emphasis on identifying key social and emotional needs of the adolescents in order to
facilitate treatment planning and guide case management. Further, the wealth of data collected from the
assessments allows for ground-breaking research related to the identification, assessment, education, and
treatment for status offenders. The AOC plans to make the WARNS available online to school districts,
juvenile courts, and other agencies working with status offenders, allowing for instant reporting of
assessment results. There may be a small processing fee associated with using the instrument. For more
information, please contact Senior Research Associate Tom George at the AOC.
Thomas.George@courts.wa.gov. 360-292-8306
Dropout Early Warning Intervention System (DEWIS)
In partnership with ESD 113, Shelton School District, and Washington School Information Processing
Cooperative (WSIPC), the Office of Superintendent of Public Instruction (OSPI) has developed a Dropout Early
Warning and Intervention System (DEWIS). The purpose of a DEWIS is to create a system that effectively
identifies students at-risk of dropping out, links identified students to specific intervention services, and
monitors their progress on a predetermined set of indicators. The primary benefit of this type of systematic
approach includes the ability to identify and describe, in consistent terms, those students who are at greatest
risk of academic failure so that intervention can occur early. Other benefits include the ability to correlate,
with retroactive view overtime, specific interventions to academic success, thereby allowing schools to
confidently develop and implement appropriate intervention programming.
The there are standard academic indicators currently available in most state/district data systems to serve as
the basis for identifying the students at risk of dropping out, including: academic credits, grades, attendance,
and state assessment testing results. Ancillary, nonacademic factors can also be collected and analyzed to
complete the picture of an individual students risk factors, and can inform decision making by
administrators. These additional data elements may include such items as: 504 plan, past dropout,
discipline, English Language Learner, migrant, foster care, and health.
WSIPC is currently piloting a module that helps districts collect and track dropout indicators and
interventions. Non-WSCIPC members likely have access to the data needed for DEWIS, but there may be
work involved in formatting and generating reports. The real cost of implementing a DEWIS is the staff time
needed to determine the warning indicators and cataloging the interventions. There is also a staff cost to
monitor the list of those at-risk, tracking the outcomes of the interventions, and making program
interventions as needed.
53
The following is a link to the DEWIS guide. http://www.k12.wa.us/BuildingBridges/pubdocs/DEWISGuideFinal.pdf. For more information, please contact: Dixie Grunenfelder at 360/725-6045;
Dixie.grunenfelder@k12.wa.us.
National Early Warning Systems and Risk Assessments

EWS: National High School Center Early Warning System
National High School Center Early Warning System Tool v2.0 (EWS Tool v2.0). Available at:
http://www.betterhighschools.org/ews.asp
The Early Warning System is a free resource that enables schools and districts to identify students who may
be at risk of dropping out and to monitor these students responses to interventions.
The National High School Center's Early Warning System (EWS) Tool v2.0, a free Microsoft Excel-based
program, is a redesigned and enhanced adaptation of the National High School Centers original Early
Warning System Tool v1.0, released in 2008. The EWS Tool v2.0 identifies students who show early warning
signs that they are at risk for dropping out of high school and relies on readily available student-level data.
Still using the same indicators of risk as the EWS Tool v1.0, the EWS Tool v2.0 has enhanced functionality and
features, including the capability to:
Customize the tool settings to reflect the local context (e.g., number of grading periods, GPA scale,
number of credits required for promotion to the next grade);
Modify the benchmarks/thresholds for indicators based on analysis of longitudinal data;
Integrate locally validated prehigh school (middle school) indicators, such as attendance and GPA,
to identify students who may need support as they transition into high school;
Import student-level data from existing data systems;
Assign and monitor student interventions over time; and
Produce reports including student- and school-level data summaries (both pre-programmed and
custom). http://www.betterhighschools.org/ews.asp
Louisiana State University, School of Social Work, Risk Indicator Survey I (RISK I)
The Risk Indicator Survey I (RISK I) is a research-based tool designed to assess ELEMENTARY student risk for
continued truancy. This tool is completed by a teacher or school official to determine the risk of future
truancy and to identify what intervention services are needed. The RISK I contains questions related to
conduct problems; lack of motivation; unstable home life; social problems; self-harm; and attention problems.
The RISK I was developed for use with Louisiana's Truancy Assessment and Service Center (TASC). TASC is a
research-based, early identification, rapid assessment, and intensive intervention truancy reduction program
tailored to at-risk children in grades K to 5. For more information on TASC and the RISK I read:
http://www.socialwork.lsu.edu/downloads/researchinitiatives/tasc/tasc-planning-guide-2009-10.pdf
TRAIN: National Center for School Engagement
TRAIN is a secure web-based database that can be used to track the progress of students receiving attendance
related services. The system is available for an initial fee that covers training and a monthly administration
fee. For more information contact the National Center for School Engagement.
http://www.schoolengagement.org/index.cfm/TRAIN
The Truancy Reduction Application Interface, or TRAIN, is a secure, web-based database that allows
program staff to track the progress of youth receiving school attendance services. TRAIN includes
54
information on students' school attachment, achievement, and attendance, their demographics, mental and
physical health, family and peer relationships, and detailed service history.
TRAIN incorporates information from quarterly updates to give a comprehensive picture of one student over
time, or a group of students selected according to use specifications. With a click of the mouse, the data can
be organized into user-defined data tables, or create standardized charts and graphs based on up-to-date
information for downloading. http://www.schoolengagement.org/index.cfm/TRAIN
School Climate & School Engagement Assessment Tools

National School Climate Center, Comprehensive School Climate Inventory
The Comprehensive School Climate Inventory (CSCI) is a research-based needs assessment that provides
feedback on how students, parents, and school personnel perceive the quality and character of school life.
The school climate assessment addresses safety, teaching and learning, interpersonal relationships, and the
institutional environment. Package pricing is determined on a sliding scale based on student enrollment.
http://www.schoolclimate.org/climate/practice.php
National Center for School Engagement, School Engagement Questionnaire
NCSE offers a short research-based school engagement questionnaire for middle and high school students.
The questionnaire was developed to measure students school engagement in order to assess whether
interventions have an effect on student engagement. This tool looks at three types of engagement
behavioral engagement, cognitive engagement and emotional engagement to assess students participation
and attitude about school and investment in learning. A Spanish language version of the questionnaire is also
available. For technical information about the questionnaire, read Quantifying School Engagement
http://www.partnershipuniversity.org/sites/default/files/QuantifyingSchoolEngagementResearchReport.pd
f or e-mail info@schoolengagement.org.
National Center for School Engagement, Policy and Practice Assessment
The National Center for School Engagement Policy and Practice Assessment is designed to help school teams
assess the extent to which school level practice is aligned with policy set by the school district, school
administration or classroom teachers. Ultimately, these data help to illuminate critical factors that contribute
to whether or not students are engaged and connected to their school communityand whether there are
policies in place that intentionally foster or unintentionally undermine student attendance, attachment and
achievement. There are three versions of the assessment tool, one each for high schools, middle schools and
elementary schools. There are two valuable aspects to the work. The first is the discussion among school
team members that is required in order to reach consensus on the answers to the survey questions. It will
become apparent if there are areas in which a common understanding of policy and/or practice is lacking,
allowing school staffs to clarify and even rethink the schools approach. The second is the analysis that the
National Center for School Engagement (NCSE) will provide regarding your school and district policies. NCSE
will report your schools answers to each question, compared to the aggregate answers provided by all
schools in your district. NCSE will also provide an assessment of overall strengths and recommendations for
improvement for each school. For the district, NCSE will indicate items for which there appears to be a lack of
understanding of district policy among schools and areas in which district policy could be enhanced to
promote the Three As of School Engagement Attendance, Attachment and Achievement. There is a cost for
this assessment.
http://www.schoolengagement.org/truancypreventionregistry/admin/Resources/Resources/PolicyandPrac
ticeAssessmentSample.pdf.
55
To learn more about the assessment, contact Finessa Ferrell, Director, fferrell@schoolengagement.org or Jodi
Heilbrunn, Senior Research and Policy Analyst jheilbrunn@schoolengagement.org.
Program Evaluation Tools and Resources

Free Management Library
Basic Guide to Program Evaluation (Including Outcomes Evaluation)
http://managementhelp.org/evaluation/program-evaluation-guide.htm
This web based guide provides direction on the process of planning and implementing a program evaluation
as well as links to other helpful resources.
National Center for School Engagement
How to Evaluate Your Truancy Reduction Program
http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/HowtoEvalu
ateYourTruancyReductionProgram.pdf
A how-to guide to program evaluation that addresses evaluation planning, logic model development, selecting
the right kind of evaluation for your programs needs (outcome, cost benefit, process), data collection and
data analysis.
US Department of Health and Human Services, Administration for Children & Families, Office of
Planning Research & Evaluation
The Program Manager's Guide to Evaluation
http://www.acf.hhs.gov/programs/opre/other_resrch/pm_guide_eval/reports/pmguide/pmguide_toc.html
Good program evaluations assess program performance, measure impacts on families and communities, and
document program successes. With this information, programs are able to direct limited resources to where
they are most needed and most effective in their communities. To help programs fulfill these goals, the
Administration on Children, Youth, and Families (ACYF) has developed The Program Manager's Guide to
Evaluation. The Guide explains program evaluation -what it is, how to understand it, and how to do it. It
answers your questions about evaluation and explains how to use evaluation to improve programs and
benefit staff and families.
W.K. Kellogg Foundation
W.K. Kellogg Foundation Evaluation Handbook
http://www.wkkf.org/knowledge-center/resources/2010/W-K-Kellogg-Foundation-EvaluationHandbook.aspx
The Kellogg evaluation handbook provides a framework for thinking about evaluation as a program tool. It is
written for project administrators who have responsibility for the ongoing evaluation of a program.
56
D: WA Literature Reviews
Several literature reviews and research papers have been completed in recent years that are relevant to
truancy reduction efforts in Washington State.
Office of the Superintendent of Public Instruction
Shannon, G. S., & Bylsma, P. (2006). Helping student finish school: Why students dropout and how to help them
graduate. Olympia, WA. http://www.k12.wa.us/research/pubdocs/dropoutreport2006.pdf
This report examines issues related to dropping out and suggests actions to improve schools and help
students complete their education. Specifically, it summarizes the research and professional literature in
order to answer : Who is a dropout? How many students drop out of school in the U.S. and in Washington
State? Who drops out of schools and why? What can be done to reduce the number of dropouts?
The report discusses how dropout rates are defined and the consequences of dropping out of school early. It
also examines the dropout rates in the U.S. and Washington State and looks at student, family, community,
and education-related factors that contribute to the dropout problem. This report also discuss a variety of
ways to keep students in school as well as dropout recovery programs. The conclusion examines the
implications for school and district policies and procedures and for school reform in general.
Reinvesting in Youth Dropout Prevention Initiative
Baker Evaluation, Research, and Consulting, Inc. (The BERC Group). (2008). Dropout prevention planning
guidebook: A guide for school district planning and self-assessment. Renton, WA: Reinvesting in Youth, Puget
Sound Educational Service District. http://www1.kent.k12.wa.us/district/diversity/FINALGuidebook-Tool630-08.pdf
Reinvesting in Youth (RIY) is located at the Puget Sound Educational Service District. In 2006, RIY engaged a
team of consultants to develop a regional strategy for dropout prevention, intervention and retrieval. After
an extensive process of literature review, data gathering and analysis, the "Comprehensive Plan for Reducing
Dropout Rates in King County" was complete. RIY then hired the BERC Group to develop this Dropout
Prevention Planning Guidebook for school districts. Next RIY partnered with selected school districts to
develop and implement comprehensive district action plans for dropout prevention, intervention and
retrieval. The purpose of this guidebook is to assist school district users to create long-term school district
Dropout Prevention Plans (DPPs).
Washington Institute for Public Policy (WSIPP)
Klima, T., Miller, M., Nunlist, C., (2009). Truancy and dropout programs: Interventions by Washingtons school
districts and community collaborations. Olympia: Washington State Institute for Public Policy, Document No.
09-06-2202. http://www.wsipp.wa.gov/pub.asp?docid=09-06-2202
In this study WSIPP investigated truancy problems in school districts and school-based interventions for
truant youth or students at-risk of dropping out. The study found approximately 1% of elementary students
and 12% of high school students had 10 or more unexcused absences. Truancy rates were higher in school
districts with larger enrollments and a greater percentage of minority students. The most common truancy
reduction approaches used by schools were alternative schools and credit recovery strategies. Services, such
as case management and additional career and technical educational programs, are missing in many schools.
Study informants also highlighted barriersdeficient inter-and intra-agency collaboration, lack of parent
57
engagement, and inadequate transportation for particular groups of studentsthat impede student access to
existing services.
What Works? Targeted Truancy and Dropout Programs in Middle and High School (June 2009)
http://www.wsipp.wa.gov/pub.asp?docid=09-06-2201
WSIPP conducted a national literature review focused on findings regarding evidence-based practices for
truancy reduction and dropout prevention among middle and high school students. Only programs
implemented by schools, courts, and law enforcement agencies were considered in this study. Programs
implemented by community agencies were not studied. The study found alternative educational programs
nested within larger schools (e.g., schools-within schools including Career Academies) and mentoring
programs are effective. The study also concluded there are very few rigorous studies of interventions
sponsored by schools, courts and law enforcement to prevent truancy and dropout.
Washington State University (WSU)
Jones, T. & Lovrich, N. (2011). Updated literature review on truancy: Key concepts, historical overview, and
research relating to promising practices-with particular utility to Washington State. Washington State
University. Pullman, WA. The complete literature review is available at: www.ccyj.org
This literature review was completed by researchers at Washington State University in conjunction with the
John D. and Catherine T. MacArthur Foundations Models for Change, Systems Reform in Juvenile Justice
Initiative. The report examines current research concerning definitions of truancy, rates of occurrence,
characteristics of truant students, predictors and correlates of truancy and the relationship between truancy,
juvenile delinquency, and adult criminality. A number of noteworthy evidencebased and promising
intervention and prevention programs directed toward truant students are also examined.
This review also explores racial and ethnic minority demographic characteristics and population changes
which are known to have an impact on truant behavior. The literature review also analyzes the current
education status of racial and ethnic minorities and investigates barriers to their education in Washington.
The impact of truancy on the education status, and on the occupational and income outcomes of racial and
ethnic minorities is discussed, and a culturally competent response to the truancy problem is investigated.
The review advocates for a multi-modal approach that relies on multi-agency coordinated and cooperative
strategies to preventing and reducing truancy, school avoidance behavior and juvenile justice involvement.
The review also highlights five key policy recommendations designed to reduce truant behavior, particularly
among over-represented racial and ethnic minority youth, through overall improvements in Washingtons
education system. These recommendations include:
(1) the development of a comprehensive data system and evaluation framework to understand the
specific types of student, family, school and community factors that predispose youth to engage in
truant behavior;
(2) increased student support for academic attainment and achievement through a variety of methods,
including greater use of curricular resources featuring a diversity and mutual respect theme, close
monitoring of student progress early on in elementary schools, provision of greater transition
services for the critical elementarytomiddle school and middle schooltohigh school points of
educational transition, and multiple routes to success including culturally competent conventional
schools, alternative schools, GED programs and creative hybrids;
58
(3) improved teaching and instruction with respect to cultural competence (e.g., more inclusive subject
matter, more use of racial and ethnic role models, etc.);
(4) active promotion of parental engagement and volunteer involvement by fostering a welcoming and
supportive environment and addressing the needs of the families of truant youth generally, and the
cultural and linguistic needs of the parents of minority youth in particular; and
(5) the development of a seamless preschool through college continuum of education at the state level
whereby all students, but specifically atrisk children, are provided information, encouragement, and
timely support concerning how success in school leads to success in virtually all areas of life.
The review concludes with recommendations for future research on promising reforms and evidencebased
programs.
59
E: WA Truancy Law
Washington States truancy laws are in Revised Code of Washington (RCW) 28A.225, et seq. 43 These laws are
commonly referred to as the Becca Bill.44 With few exceptions, regular school attendance is required for
children between the ages 8 and 18 years. Children ages 6 and 7 are required to attend school regularly if
their parent chooses to enroll them. Youth 16 or older may be excused from attending school if certain
requirements are met.
After one unexcused absence in a month, schools are required to give notice to the childs parent. After two
unexcused absences in a month, schools must schedule a conference with the parent and child to discuss the
causes of the childs absences and determine what steps should be taken to reduce them. 45
Schools are required to take steps to eliminate or reduce a childs absences prior to taking legal action against
the child and/or parent. Actions a school could take to support student success include: changing the child's
school program or school; adjusting the childs assignments; providing individualized or remedial instruction;
providing vocational courses or work experience; referring the child to a community truancy board; or
assisting the parent or child to obtain supplementary services (including substance abuse or mental health
treatment) that might eliminate or ameliorate the cause or causes for the absence from school.
If the schools actions are not successful in reducing a childs absences, schools may file a truancy petition
with the juvenile court if the child accrues five unexcused absences in a single month. Schools are required
to file a truancy petition once a child reaches seven unexcused absences in a month or ten unexcused
absences in a school year. If the school fails to file, the parent of the child may file a petition with the juvenile
court.
Once a truancy petition is filed, the juvenile court will schedule a hearing or, if available, refer the child to a
community truancy board. The court may require the child, the childs parents and/or a representative from
the school district to attend the hearing. The purpose of the hearing is to determine if the child is truant.
If the court determines the child is truant and intervention and supervision are necessary, the court will enter
a truancy order. Truancy orders may require a child to take a variety of actions to improve attendance
including: meeting minimum attendance requirements, avoiding suspensions; attending an alternate
education program; and submitting to drug or alcohol testing and adhering to the recommendations of the
assessment.
43
Revised Code of Washington (RCW) 28A.225, et seq. http://apps.leg.wa.gov/rcw/default.aspx?cite=28A.225

In early 2010, the Washington Institute of Public Policy published a study on the efficacy of these laws. Despite best attempts
to determine whether the Becca truancy laws have a causal impact on student outcomes, WSIPP was not able to provide a
scientific answer to this problem. http://www.wsipp.wa.gov/rptfiles/10-02-2201.pdf.
45
Of note, prior to January 1, 2012, there was no standardized definition of an unexcused absence in Washington. Schools
could establish their own definitions of unexcused and excused absences. As a result, what constituted an unexcused absence
varied from school district to district and sometimes school building to building. Since January 1, 2012, school districts must
report unexcused absences based on a new common definition. An unexcused absence is now defined as "any absence from
school for the majority of hours or periods in an average school day..." This new definition provides ten exceptions which
would excuse the absence, such as: participation in a district or school approved activity, illness, family emergency, religious or
cultural purpose, court proceeding, an absence directly related to student's homeless status, and an absence resulting from
suspension or expulsion. (Dorn, 2011).
44
60
Truancy court orders remain in effect at least until the end of the school year in which they are entered.
When a truancy order is in place, the school district must report additional unexcused absences or other
violations of the order to the court. A court might also schedule a review hearing to monitor whether the
child is in compliance with the court order. If the student continues to be absent from school and is found in
contempt of court, the law provides for several interventions, including parental fines, community
restitution/service or sending the youth to detention. Due to the possibility of secure detention, a lawyer
must be offered to youth who reach this stage in the truancy process.
For more information, see:
OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
School Safety Center: Truancy (Becca Bill) and Compulsory Attendance
http://www.k12.wa.us/SafetyCenter/Truancy/default.aspx
This webpage provides suggestions for parents and guardians dealing with truancy procedures. The site
contains an overview of Washington's truancy law and truancy reports for the past five school years and
acknowledges that there are significant differences in how local communities approach and resolve the issue
of truancy.
AMERICAN CIVIL LIBERTIES UNION OF WASHINGTON
Parents guide to public school discipline in Washington
http://www.aclu-wa.org/library_files/Truancy_guide_parents_5_07.pdf
This guide provides information for parents/guardians whose children are facing disciplinary proceedings in
public schools. The step-by-step guide includes information gathering, strategy development and advocating.
DEFENDING YOUTH IN TRUANCY PROCEEDINGS: A PRACTICE MANUAL FOR ATTORNEYS
http://www.teamchild.org/pdf/Truancy%20Manual%20FINAL%20 (rev.10.09).pdf
Developed in conjunction with TeamChild, a civil legal advocacy organization for children and youth, this
ACLU manual outlines the relevant rules of law and issues of strategic judgment involved at each stage of the
truancy process. It is intended to be a resource for attorneys representing students at any stage of a truancy
proceeding, with an emphasis on the issues and procedures that arise in the contempt phase.
PARENTS GUIDE TO TRUANCY IN WASHINGTON
http://www.aclu-wa.org/sites/default/files/attachments/Truancy_guide_parents_9_10.pdf
This guide is designed to help parents understand the truancy process and provides general information
regarding students' rights in truancy proceedings in Washington State public schools and juvenile courts.
THE REVISED CODE OF WASHINGTON
Revised Code of Washington (RCW) 28A.225 is Washington's truancy statute. Available at:
http://apps.leg.wa.gov/rcw/default.aspx?cite=28A.225
61
F: WA Dropout Rates 2009-2010

OSPI Dropout Rates Grades 9-12 (2009-2010)46
ADR: Annual Dropout Rate
ECDR: Estimated Cohort Dropout Rate
School District
Statewide
Edmonds
Evergreen (Clark)
Federal Way
Kennewick
Kent
Lake Washington
Pasco
Puyallup
Seattle
Spokane
Tacoma
Vancouver
Wenatchee
Yakima
All Students
Female Students
Male Students
ADR
ECDR
ADR
ECDR
ADR
ECDR
4.6%
3.3%
3.1%
3.3%
4.6%
4.4%
1.2%
6.1%
5.9%
4.5%
5.2%
9.3%
5.6%
7.2%
7.1%
19.4%
12.8%
13.6%
12.8%
17.3%
16.8%
4.7%
20.4%
22.0%
16.5%
19.6%
32.1%
21.1%
26.4%
23.9%
4.1%
2.9%
2.5%
2.4%
4.0%
3.8%
1.1%
5.6%
4.9%
4.1%
4.8%
8.8%
4.6%
5.4%
6.3%
17.3%
10.9%
10.9%
9.4%
15.4%
14.3%
4.6%
19.2%
18.6%
15.1%
17.9%
30.6%
17.7%
20.4%
21.6%
5.0%
3.7%
3.6%
4.1%
5.2%
5.1%
1.2%
6.5%
6.9%
4.9%
5.7%
9.8%
6.6%
9.0%
7.9%
21.5%
14.7%
16.3%
15.8%
19.3%
19.3%
4.8%
21.4%
25.0%
17.6%
21.3%
33.6%
24.2%
32.2%
26.2%
The Annual Dropout Rate is the percentage of students who dropped out of school in one year without
completing an approved high school program. It is based on the total number of dropouts and total
enrollments across grades 9-12.
The Cohort Dropout Rate is based on the percentage of students who began in grade 9 in a given year but
dropped out of school over a four-year period and did not receive a regular diploma.
46
Office of the Superintendant of Public Instruction (2011). Graduation and Dropout Statistics for Washington in 2009-2010.
Retrieved from http://www.k12.wa.us/DataAdmin/pubdocs/GradDropout/09-10/GraduationDropoutWashington2009-10.pdf
62
OSPI Dropout Rates by Race and Ethnicity, Grades 9-12 (2009-2010)47

ADR: Annual Dropout Rate
ECDR: Estimated Cohort Dropout Rate
School District
All Students
American Indian
Asian
Pacific Islander
Black
Hispanic
White
ADR
ECDR
ADR
ECDR
ADR
ECDR
ADR
ECDR
ADR
ECDR
ADR
ECDR
ADR
ECDR
Statewide
4.6%
19.4%
9.5%
36.4%
2.6%
11.7%
8.7%
27.0%
6.8%
28.6%
6.3%
27.2%
4.0%
17.0%
Edmonds
3.3%
12.8%
5.7%
15.0%
1.8%
7.4%
2.8%
10.0%
3.6%
16.2%
6.9%
24.7%
3.2%
12.1%
3.1%
13.6%
4.8%
21.6%
1.3%
6.5%
11.7%
42.1%
4.4%
20.9%
5.0%
24.6%
2.8%
12.1%
Federal Way
3.3%
12.8%
8.0%
30.3%
1.3%
5.2%
7.4%
26.3%
4.0%
15.4%
5.4%
22.1%
2.5%
9.7%
Kennewick
4.6%
17.3%
6.3%
25.0%
3.5%
12.2%
0.0%
0.0%
7.2%
24.3%
7.0%
26.7%
3.6%
13.3%
Kent
4.4%
16.8%
9.3%
30.8%
3.1%
12.0%
4.3%
18.4%
5.0%
18.4%
5.6%
19.3%
4.4%
16.6%
1.2%
4.7%
2.0%
7.1%
0.6%
2.3%
8.3%
50.0%
1.1%
3.3%
3.6%
13.5%
1.0%
4.1%
Pasco
6.1%
20.4%
20%
52.0%
5.4%
16.0%
28.6%
66.7%
5.0%
18.3%
6.7%
22.2%
4.1%
14.5%
Puyallup
5.9%
22.0%
18.3%
56.3%
5.2%
19.1%
8.7%
30.7%
7.9%
28.3%
8.7%
29.6%
5.4%
20.2%
Evergreen
(Clark)
Lake
Washington
Seattle
4.5%
16.5%
10.6%
35.9%
3.9%
14.5%
NA
NA
6.2%
22.6%
7.3%
25.0%
2.7%
10.5%
Spokane
5.2%
19.6%
11.1%
39.3%
5.3%
21.8%
17.1%
53.0%
5.9%
22.0%
7.1%
27.4%
4.9%
18.1%
Tacoma
9.3%
32.1%
15.2%
45.2%
9.5%
32.3%
20.7%
66.7%
11.4%
38.5%
10.5%
35.9%
7.7%
27.3%
Vancouver
5.6%
21.1%
10.4%
36.7%
1.9%
7.4%
4.5%
22.1%
10.6%
38.8%
7.5%
29.0%
5.1%
19.0%
Wenatchee
7.2%
26.4%
11.1%
25.0%
2.9%
10.0%
0.0%
0.0%
11.8%
42.9%
8.9%
34.2%
6.0%
21.9%
Yakima
7.1%
23.9%
10.9%
33.3%
0.0%
0.0%
4.5%
20.0%
6.3%
26.4%
6.9%
22.6%
7.5%
26.3%
The Annual Dropout Rate is the percentage of students who dropped out of school in one year without
completing an approved high school program. It is based on the total number of dropouts and total
enrollments across grades 9-12.
The Cohort Dropout Rate is based on the percentage of students who began in grade 9 in a given year but
dropped out of school over a four-year period and did not receive a regular diploma.
47
Office of the Superintendant of Public Instruction (2011). Graduation and Dropout Statistics for Washington in 2009-2010.
Retrieved from http://www.k12.wa.us/DataAdmin/pubdocs/GradDropout/09-10/GraduationDropoutWashington2009-10.pdf
63
Reasons Why Students Left School in

Washington (2009-2010)
Unknown (56.8%)
GED (11.9%)
School Not For Me (9.0%)
Poor Grades (7.1)%
Expelled/Suspended (5.2%)
Attended 4 years (4.9%)
Other (2.7%)
Work (1.5%)
Family Related (0.9%)
64
615 2nd Ave, Ste 275, Seattle, WA 98104

206.696.7503 | supportccyj@ccyj.org | www.ccyj.org

Truancy

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Truancy

Caricato da

Copyright:

Formati disponibili

615 2nd Ave, Ste 275, Seattle, WA 98104

Truancy Reduction: Theory, Policy, Practice & Programs ...... 12

Policy & Practice ........................................................................... 16

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Truancy: A Washington State Perspective

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Why Truancy Matters: The High Cost of School Failure

Chronic truancy is not only associated with declining

A truant child is likely to be ill prepared for skilled

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

The Hard Facts

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Why Some Students Fail to Attend School

[I]t was boring the teacher just stood in front of the

What Students Say

Top five reasons for leaving school:

Classes were not interesting

They [the teachers] dont put forth that effort to give us

Bridgeland, Dilulio Jr., Morison, Burke, 2006, p. 12.

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

[S]treets would call you. Being there listening to somebody

Bridgeland, Dilulio Jr., Morison, Burke, 2006, p. 16.

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

What Students Say

School is not for me/stayed home

Blysma & Ireland, 2005.

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Characteristics of Schools with High Truancy Rates

Conflict between home culture and school culture

[T]hey make you take classes in school that youre never

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

For more information on the assessment visit NSCEs website at

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Truancy Reduction: Theory, Policy,

"Choosing a method that has already demonstrated its

Utilizing Best Practices

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Progress was not the result of a magic bullet, but a

Six Components of Effective Truancy Reduction Programs

Everyone Graduates Center website visited March 15, 2012 http://every1graduates.org/gradnation.html

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

The National Center for

4. Incentives & Sanctions

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Policy & Practice

School and Community Policy Review

Automatic withdrawal after a period of nonattendance

Reimer & Dimock, 2005, p. 30.

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

School Policies that Encourage School Engagement

Eliminate automatic withdrawal due to

safety or student behavior.24

Provide alternatives to out of school

interventional and supports, have

According to the American

Programs using a non-punitive

APA Zero Tolerance Task Force, 2008.

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Targeted Interventions: The Tiered Approach

Promoting Positive Outcomes. Truancy Reduction: Research, Policy and Practice

Bridgeland, Dilulio & Morison, 2006.