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Violence in Schools: Qualitative Research Article
Unlike the numerically-driven nature of quantitative research, qualitative research focuses on understanding a specific phenomenon in a deeper fashion through a case study approach, either through participant research, interviews, or some other form of study in the field. "Qualitative research is aimed at gaining a deep understanding of a specific organization or event, rather than a surface description of a large sample of a population…. Qualitative research does not introduce treatments or manipulate variables, or impose the researcher's operational definitions of variables on the participants. Rather, it lets the meaning emerge from the participants. It is more flexible in that it can adjust to the setting. Concepts, data collection tools, and data collection methods can be adjusted as the research progresses" (Qualitative research, n.d, PPA 696). To understand the sensitive, often fraught issue of violence in schools, taking a qualitative approach can be useful to gain information about different, individualized responses to school violence.
Violence in schools has become highly publicized in the media in the wake of the recent shootings at Sandy Hook Elementary School. The most famous school shooting until then was one which took place at Columbine High School. In the article "Early Responses to School Violence: A Qualitative Analysis of Students' and Parents' Immediate Reactions to the Shootings at Columbine High School" Hawkins (et al. 2004) presents the results of a qualitative analysis of interviews "conducted two weeks after the incident with 4 Columbine High School students and 7 parents who were directly and indirectly affected" to examine " both similarities and variability in immediate emotional, cognitive, and social responses to the mass violence" (Hawkins et al. 2004: 197). A number of features make this research qualitative. First of all, it is highly specific. Only individuals who were victims at this specific school shooting were analyzed: they were not compared with other victims of school shootings or with the reactions...
There was no hypothesis or preconceived postulate the researchers were attempting to test. Rather, they were merely trying to gain information about the experiences of persons who were intimately involved with the tragedy.
Of the persons potentially affected in a psychological fashion by Columbine, "Over 8,000 individuals were potentially eligible for victim assistance, with 9,000 estimated to be in the "high-risk" group for psychological difficulties" (Hawkins et al. 2004: 198). Mental health workers descended upon the community, and one of the most commonly-expressed wishes by those affected by the tragedy was the wish to have their stories heard, versus the sensationalistic coverage of the media. The research was embarked upon as an effort to discern the more directly-voiced feelings and concerns of those who had been affected by the shootings. The researchers also note that the experiences of the victims could provide potentially helpful guidance for future victims of tragedies. "Especially with the increased likelihood of terrorist attacks in the U.S., we must advance research that is sensitive to the experiences of victims of mass violence so as to provide consistent and genuinely helpful assistance in its wake" (Hawkins et al. 2004: 198).
The range of subjects interviewed was, by virtue of the nature of the research very limited and relatively 'unbalanced.' The four students were all females and of the seven parents, six were female. Also, all the students had one participating parent, which further increased the homogeneous nature of the group. The subjects were solicited through flyers at memorial services and the memorial grounds for the victims as well as at a local mall. Interviews were structured in nature, with closed-end and open-ended questions and conducted with a trained facilitator nearby to ensure that questions were disseminated in an emotionally sensitive manner. The researchers stated that they would have liked to have interviewed more subjects, but the circumstances surrounding the tragedy…
References
Hawkins, Nikki A. (et al. 2004). Early responses to school violence: A qualitative analysis of students' and parents' immediate reactions to the shootings at Columbine High School.
Journal of Emotional Abuse. 4 (3/4) 197-223. Retrieved at:
https://webfiles.uci.edu/rsilver/Hawkins%20et%20al.%20J%20Emotional%20Abuse%20Columbine%20ms..pdf
Qualitative research. (n.d). PPA 696: Research Methods. Retrieved at:
http://www.csulb.edu/~msaintg/ppa696/696quali.htm
126). Although there are an increasing number of elderly in the United States today with many more expected in the future, the study of elder abuse is of fairly recent origin. During the last three decades of the 20th century, following the "discovery" of child abuse and domestic violence, scholars and professionals started taking an active interest in the subject of elder abuse. This increased attention from the academic
As activists in women's liberation, discussing and analyzing the oppression and inequalities they experienced as women, they felt it imperative to find out about the lives of their foremothers -- and found very little scholarship in print" (Women's history, 2012, para. 3). This dearth of scholarly is due in large part to the events and themes that are the focus of the historical record. In this regard, "History was
…[…… parts of this paper are missing, click here to view or download the entire document ]…EffectivePoliciesandProceduresCanAffectTruancyRate47EFFECTIVEPOLICIESANDPROCEDURESCANAFFECTTRUANCYRATEPoliciesandproceduresperceivedbyschoolleaderstoreducetruancyinapubliccharterschoolAProposalPresentedinPartialFulfillmentOftheRequirementsfortheDegreeofDoctorofEducationUniversityofNewEnglandOctober15,2017Chapter1Introduction:PrevalenceofStudentTruancyStudenttruancyisagrowingproblemintheUnitedStates.Overthelasttwentyyearsthetruancyrateshavegrownnationwidewiththehighestratesininnercities(Jacob&Lovett,2017).Researchindicatesthatstudenttruancyleadstopotentialsociallydeviantbehaviorinadulthood(Dronkers,Veerman,&Pong,2017).Manystudentswhoareabsentforprolongedperiodsaremorelikelytoperformpoorlyacademically,riskingfailureinclassesandfacingdisciplinaryaction.Characteristicsofschoolswithhightruancyratesareuseofonlypunitivetruancyprograms,lackofalternativestudyoptionsforsuspendedstudents,andlackofcounselingandtutoring(Bye,2010).Thereareschoolsthathavebeendoingwellinmaintaininglowtruancyrates,however.Thoseschoolsgivestudentstheoptionfortutoring,allowdistancelearningforsuspendedstudents,andtakeonamixtureofpunitiveandnon-punitivemeasures(Duarte&Hatch,2014).Theselowtruancyratessomeresearcherssuggestcomebecauseofpoverty,crime,andrace(Bye,2010).However,thereareschoolswithnon-whitestudentsthathavelowtruancyrates.Withanationalrankingof764andaFloridarankingof66,DoctorsCharterSchoolisconsideredoneofthebesthighschoolsinthestateregardingstudentattendanceratesandoverallschoolparticipation.Theschoolhasalowtruancyamongstudents,whichisanotableanddistinctivequality.Suchaqualitywillbeanalyzedindepthinthispaperalongwiththevariouspossiblereasonsforthestudents�willingnesstoattendclassregularlyandwhatmethodsareemployedbyschoolstafftokeeptheschoolenvironmentpositive.Firstestablishedin2005,DoctorsCharterSchoolofMiamiShoreisapubliccharterschoolbuiltontheBarryUniversityCampus,sittingon5acresofproperty.ItisinMiamiShore,anareaofFlorida.Thecurrentenrollmentnumberstandsat599andthecampustypeissuburban.TheschoolmascotaretheHawksandtheprincipleisDr.KellyAndrews.Rate�A�asacollegepreparatoryschool,theschoolholdsamunicipalcharterviaVillageofMiamiShoresthatservesstudentsfromgrades6-12(DoctorsCharterSchoolofMiamiShores,2007).ThegradesDoctorsservesarefrom6-12.Initsearlyhistory,DoctorsCharterSchoolwasoriginallyamiddleschoolestablishedin1997underthename,MiamiShores/BarryUniversityCharterSchool.Thenineportablestructuresthatcomprisedtheschool,servedasanalternativeforMiamiShorestudentsthatwouldotherwiseattendHoraceMannMiddleSchool(DoctorsCharterSchoolofMiamiShores,2007).However,after8years,theschoolsecuredmorefundingandin2005,renamedtheschoolitscurrentname.TheschoolgainedapermanentstructurethankstothedonationsgivenbythecitizensofMiamiShoresandadditionalfundsfromtheNorthDadeMedicalFoundation.DCSdrawsfundsfromtwoseparatestreams.OnepartofthefundingcomesfromabondissueapprovedbyVillageresidentsandalargetwo-yeargrantgivenbytheNorthDadeMedicalFoundationforFY2006and2007.DCSraisestheremainderofitsoperatingexpensesfromthestatethroughitsFTEfunding(asetamountforeachstudentintheclassroomperday)andthroughthecollectionofstudentfeesforsuchthingsasmaterialsandtrips(DoctorsCharterSchoolofMiamiShores,2007).Theschoolhas31full-timeteachersforstudentsdisplayingforastudentpopulationof598studentsthatreflectaratiooflessthan20studentsperteacher(19:1)(USNEWS,2017).Thecompletepercentageofeconomicallydisadvantagedstudentsliesat33%withcompleteminorityenrollmentatof83%.Althoughclassattendanceishigh,andthepercentageofstudentswhoAPtestedforAPexamspercentageat(81%),thepercentageofstudentsthatwhopasstheAPexamsstandatis47%,orlessthanhalf.EnglishandMathematicproficiencylevelsliealsohavelowpercentagesat70%and68%respectively,whichisabovethedistrictandnationwideaverage(USNEWS,2017).WithaCollegeReadinessIndexof48.8,theschoolhasroomforimprovement.EvenwiththeWhilestudentsearnaveragetestscores,overall,studentswhoattendDoctorsperformsbetterthanstudentsatotherschoolsinitsdistrict.ThedistrictaverageforEnglishproficiencyis50%andMathematicproficiencyat37%.Thedistrictaverageforcollegereadinessisat44.7andthisisoutof113schoolsand113,242students(USNEWS,2017).Withagraduationrateof98%,DoctorsCharterSchoolofMiamiShoreshasalotgoingforitregardingpositiveaspectsandstudentinterest.Thesekindsofschoolsaimtoprovidethebridgefortruancytobeimproved.However,therearisesaneedtounderstandwhystudentsaretruantinthefirstplace.Parentsworrythattheirchildrenwillbetruantduetocertainbehaviors.However,thesebehaviorscouldbeattributedtoanegativeenvironmentinthehomeoratschool.UnderstandingtheReasonsforTruancyThereareseveralreasonsfortruancyandtheyareoftencomplexandvaried.Somepertaintoanegativeschoolenvironment,studentbehavior,familyeconomicstatus,mentalhealthproblems,tonameafew.Parentsthatputtheirchildreninschoolhaveworriesthattheymaynotreceivethekindofhighqualityeducationtheydeserve.Anegativeschoolenvironmentcancauseproblemsforstudentswishingtolearn.UnlikeDoctorsCharterSchool,classroomsacrosstheMiamioftenhavelargeclassroomsforexample,makingitdifficultforstudentstopayattentioninclassandreceiveattentionnecessaryforunderstandingthecurriculum(Losen,2015).Ifforexample,astudenthasquestionsorneedsexamplesforaspecificassignmentinclass,theteachermaynothavethetimeorpatiencetodealwiththatstudentwhenheorshemustdealwith29otherstudentsallneedingthesamelevelofattention.Manyschoolsacrossthecountryhavestrictpoliciesregardingdisruptivestudentbehaviorthatcouldlandastudentundersuspensionoreven,expulsion.Severalfactorscouldcausedisruptivebehavioramongstudents(Losen,2015).Onecommonreasonispoverty.��highlevelsofpovertyhaveanegativeeffectonschoolbehavior.Thisisattributedlargelytothechronicandacutestressexperiencedbystudentslivinginpoverty.Theexposureisassociatedwithexternalizingbehaviorsthataredisruptiveinschoolsettings�(Hutcheson,2014,p.1).Studentsfacingpovertymaybepartofanunstablehousehold.Theymayendureproblematicandabusiveparents,andhavetodealwithlackofresources.Thesestudentsneedachanceeverynowandthentolearnfromtheirmistakesandreceivethehelpandresourcesthatcouldmakeapositivedifferenceintheirlives.Instead,theyaresuspendedorexpelledandnotgivenachancetoimprove.Highratesofsuspensioncanlendtoahigherrateoftruancy.�ThebifactorstructurereflectedageneralfactorofProblemsinBehavioralEngagementandtwogroupfactors:ProblemsinSocialEngagementandProblemsinAcademicEngagement�(Barghausetal.,2016,p.154).Researchersnotestudentsoftenmaynothaveproblemsacademically,butinsteadsocially.Theymaynotfeelcomfortableengagingwithotherstudents�duetofearofjudgementorinabilitytoproperlysocialize.Providingstudentswiththetoolstobothengagesociallyandacademicallycanallowforahigherpercentageofacademic-basedpositiveoutcomes.Studentinterestmayalsoplayakeyroleintruancy(Dronkers,Veerman,&Pong,2017)..Thisisbecausesuspensionsandexpulsionsmayimpactstudentinterestinanegativeway.Whenstudentsreceivesuspensions,theyhavenoaccesstotheschoolwork.Whenthesuspensionends,dependingonhowlongthetimeoutofschoolwas,theymayhaveincreaseddifficultycatchingupwiththeclass.Ifthereisnooptiontocompleteschoolworkviaonlineaccess,andtheycannotgotoschoolorcontacttheteacherforassignments,thiswhichputsthesekindsofstudentsatanautomaticdisadvantage.Thisisespeciallythecaseiftheyhaveahardtimeacademicallyalready.Tofallbehindinschoolworkwhenthestudenthasexperiencedlowgradescouldsetbackastudentandcouldendupinhavingfailuresinclasses.Byexploringincentivetheoryofmotivationandresearchshowingtheconnectionbetweenexpulsion/suspension,interest,andtruancy,thehopeistoofferclarityinwhytruancyratesarehighandwhatcanbedonetocounteractit.Theseproblems:negativeschoolenvironment,studentbehavior,familyeconomicstatus,mentalhealthproblem(Dronkers,Veerman,&Pong,2017)(Dembo,Wareham,Schmeidler,Briones-Robinson,&Winters,2014)mustbeaddressedfortruancyprogramstobeeffective.ThescopeofthepProblemsassociatedwithtruancyislarge.Forthepurposeofthisstudy,thespecificfocuswillbeschool-basedpoliciesandproceduresthatmaymitigateorreducetruancy.sneedtobeclarified.Withoutapropersynthesisofthereasonssurroundingtheproblem,thereiswillbelimitedunderstandingabouthowtoapproachthestudy.Therefore,itisimportanttostatewhatthiskindthescopeofproblemistodefinethefocusandimprovepotentialexaminationandsynthesis.thequalityofthestudy.StatementoftheProblemTruancyratesintheUnitedStatesareagrowingproblem(Monahan,VanDerhei,Bechtold,&Cauffman,2014).Whetherastudentisabsentduetoasuspensionorbecausetheywillinglychoosetobeabsent,theproblemhasbecomeworthyofresearchandpossibleintervention.Truancyratesarehigherinschoolswithlowsocio-economicstatus(Dembo,Wareham,Schmeidler,Briones-Robinson,&Winters,2014).Mostofthestudentsthatattendtheschoolareofminority.Someofthetruancyproblemsoccurinminoritypopulations(Monahan,VanDerhei,Bechtold,&Cauffman,2014).Whatpolicieshastheschooladoptedtosupportapositiveenvironmentthatmotivatesstudentstoattendschoolandlearn?Theproblemaddressedbythestudyis:Educationalleadersmayhaveimplementedpoliciesandproceduresinpubliccharterschools,butdocumentationaboutwhicharemosteffectiveandwhytheyareislargelyabsent.Actionmustbetakentohelpavoidproblemsinthefuture.Currentpolicieshaveenabledhighertruancyratesduetothezero-toleranceaspectthatenablesharsherandstricterpunishmentofstudentbehavior.�Sincethe1990�s,implementationofzerotolerancepoliciesinschoolshasledtoincreaseduseofschoolsuspensionandexpulsionasdisciplinarytechniquesforstudentswithvaryingdegreesofinfractions�(Monahan,VanDerhei,Bechtold,&Cauffman,2014,p.1110).Whenstudentsaresuspended,orexpelledfortheirbehavior,theymayhaveatoughertimecatchingupinschoolandsucceedingintheiracademicendeavors.Thiscanleadtootherproblemsdownthelineasthestudentsmatureandbecomeadults.Researchsuggeststheexperienceofsuspensionofexpulsioncouldleadtoillegalbehaviorthatisassociatedwithacriminalrecord.�Beingsuspendedorexpelledfromschoolincreasedthelikelihoodofarrestinthatsamemonthandthiseffectwasstrongeramongyouthwhodidnothaveahistoryofbehaviorproblemsandwhenyouthassociatedwithlessdelinquentpeers�(Monahan,VanDerhei,Bechtold,&Cauffman,2014,p.1110).Whenschoolsexpelandsuspendstudents,addingtothetruancyratesoftheschool,negativebehaviorsmayincrease.Thezerotolerancepoliciesofschoolshavebecomethemaincauseforconcerninthesegrowingcasesofsuspensionandexpulsion.Therefore,policiesneedtobechangedtoaddressthisproblem.Todoso,onemustexamineschoolslikeDoctorsCharterSchooltodeterminewhatstepstotaketomakeapositivechange.Althoughtruancydoesnotdirectlyleadtocrime,itoftenhasahighcorrelation.PurposeoftheStudyThepurposeofthestudyistounderstandhowschoolleaders�perspectivesaboutwhethereffectivepoliciesandproceduresycanenableimprovedreducetruancyandimprovestudentattendanceforstudents.ByinterviewingkeystaffinDoctorsCharterSchool,asuccessfulpubliccharterschoolinrelationtowithlowtruancylevels,theremaybeenoughinformationoneffectivepoliciesandprocedurescanbegathered.Thesefindingsmayythatcanprovideabetterunderstandingofwhatschoolleadersincanbedoneinotherschoolscandotoimprovetruancy.Onepotentialaspectofeffectiveschoolpolicyishomeschooling.Schoolswiththeoptionofhomeschoolingmayprovidehopeforthosewhocannotattendschoolorwhoaresuspendedandareunabletoattend.Attendanceplaysalargepartinfacingsuspensionandperformingwellacademically.However,ifschoolshaveanonlineoption,thismayhelpstudentskeepupwithschoolworkandhaveoptions.TheDoctorsCharterSchoolhasastudentportalontheirwebsitethatallowsstudentstoaccessonlineresourcesandevencontactteachersandstaff.ThroughhereResearchabouttruancyreductionsuggestsstudentswithmoreattendanceoptionsmayWhenstudentshavemoreoptions,theycanbeabletoovercomedifficultiesthatcontributetotruancy.theymayfacewithothersorintheirhousehold.Effectiveschoolpoliciesthatimproveattendancemaycontainprocessesandoptionsthatprovidesuchsupportandvariability.Withoutunderstandingsuchaspects,littlehelpcouldbegeneratedandimplementedtohelpstudentsinneedandhelpthemavoidhightruancyrates.Thisareaofresearchwillbeexploredintheinterviewsectionandresults.DoctorsCharterSchoolhasbetterattendanceandbetteracademicperformancecomparedtoalltheotherschoolsinthedistrict(onaverage).Furthermore,mostofthestudentsareminorityornon-white.Thisschoolisaperfectstartingpointforinvestigationintoeffectiveschoolpolicies.Alookintoothersuccessfulschoolsshouldprovideameasureofeffectivenessneededtounderstandbetterwhatstrategiescanimproveattendance.Itcanalsoshowhowotherschoolshandlethingslikeminoritymajorityandlocationofschoollikeanurban,rural,orsuburbansetting.ResearchQuestions1.HowdothepoliciesineffectatDoctorsCharterSchooldiscouragetruancy?Howdoschoolleadersdescribeattendance?Anti-truancy?Policiesandprocedures?2.Whatpoliciesandproceduresareineffectinotherpubliccharterschoolswhereattendanceishigh?andhowcantheycontributetoananti-truancypolicy?Doesthisinformationshowupintheliteraturereview?Ifnot,thenplantokeepaversionofthisquestion.3.TowhatdegreedostaffatDoctorsperceivetheyadheretothewrittenpoliciesandproceduresy?�Thisquestionisamorespecificversionofthethirdquestiontohelpunderstandwhythepolicyimplementedintheseschoolsisineffective.Ifthepoliciespromotestrictadherence,itcouldincreaseratesofsuspensionandexpulsion,increasingratesoftruancy.4.Cantheoptionofonlineeducationreducetruancyratesinschools?Onlineeducationcanbeapowerfultoolforlearning.Asschoolbegintomodernize,theymayofferstudentportalsasseeninDoctorsCharterSchool.However,canonlineclassesbeaviableoptionforstudentsexperiencingproblemsinschool?QualitativeStudiesandInterviewsThestudyisaqualitativeonethatfocusesontheuseofinterviewstocollectqualitativedata.�Theinterviewhastodaybecomeoneofthemostwidespreadknowledge-producingpracticesacrossthehumanandsocialsciencesingeneralandalsoincriticalpsychologymorespecifically�(Brinkmann,2014,p.1008).Interviewscanrangefromformalinterviewsorinformalinterviews.Theycanbedoneface-to-face,overthephone,orovertheinternet.Formalinterviewshaveastructuretothemwheretheresearcherasksaquestionandtheparticipantanswers.However,ininformalinterviews,therecanbediscussionanddoesnothavetosticktothequestionsasked.Themajorityofqualitativeinterviewshavesomestructuretothemandarelabeled,�semi-structured�.�Mostqualitativeinterviews,however,aresemi-structured.Inasemi-structuredinterview,theresearcherprovidessomestructurebasedonherresearchinterestsandinterviewguidebutworksflexiblywiththeguideandallowsroomfortherespondent�smorespontaneousdescriptionsandnarratives�(Brinkmann,2014,p.1008).Thereisaneedtounderstandfromthestafforschoolleader�sperspectivesthatworkatDoctorsCharterSchoolwhythepoliciesattheschoolwork.Tounderstandwhatimprovementshavebeenmadeandwhatkindofschoolenvironmentsuchpoliciespromote,thiscangiveagoodpictureofwhatisbeingdonetoachievepositiveoutcomesforthestudentpopulationattending.Similarstudiesusinginterviewshavegatheredasignificantamountofinsightfulinformationthatallowsfortheabilitytoanswerimportantquestions.Usingfixedeffectsregressionsandcontrollingfortruancypeergroupeffects,weobservethattruancy(measuredasbothadiscretedummyvariableandacontinuouscountmeasure)positivelycorrelatestoearlyschoolleaving.Atruanthasa3.4percentagepointshigherriskofleavingschoolwithoutaqualification(DeWitte&Csillag,2012,p.549).Interviewshelpanswerassumptionsthatcommonlyareassociatedwithattendancerecord.Forexample,highertruancyratescanleadtonegativeacademicoutcomesforstudents.Becausethequalitativestudyisasimpleone,thequestionswillnotbeanalyzedextensively,rather,theywillbeexaminedtoidentifyunderlyingthemes.Thesethemeswillthenbecomparedtothemesfoundintheliteraturereviewtoseeifthereisauniversalthemeorconceptbeingappliedthatleadstosuccessfulacademicperformancebystudentsandgoodattendancerecords.Itisimportanttoallowstudentsandstafferstogivetheiropinionsaswellasenablediscussionofwhatcausedthepositiveornegativeopinion.Thiswillallowforeasieranalysisofresponses.Anotherstudyinterviewedyouthsandtheirexperiencesshowedtheyneededsupportfromtheirparentsandmoreengagementfromtheschooltomotivatethemtocometoschoolmoreandlearn.�Youths�experiencesandrecommendationsillustratethemultiplefactorsthatinfluenceschooltruancyandsuggestpotentialleveragepointsforreducingtruancy,includingmodificationstotheschoolenvironmenttoincreasestudentengagement;amoreeffectiveschoolresponsetoaddresstruancy�(Gase,DeFosset,Perry,&Kuo,2016,p.299).Motivationisanintegralaspectofreducingtruancyamongstudents.(WillkeepinthissectionbecauseIamintroducingtheconceptualframeworkdiscussedinliteraturereview.Thiswasaskedtobeexpandedinpreviouscorrection.)Animportanttheorythatwillbeexploredinthispaperistheincentivetheoryofmotivation.��peoplearepulledtowardsbehaviorsthatofferpositiveincentivesandpushedawayfrombehaviorsassociatedwithnegativeincentives.Theincentivetheorysuggeststhatpeoplearemotivatedtodothingsbecauseofexternalrewards�(Rehman&Haider,2013,p.141).Ifstudentsareincentivizedtoattendclassbyreceivingareward,thismaybeacrucialpartmissinginschoolswithhightruancyratesandmayexplainthedownwardspiralofsomestudentswhentheyarepunishedseverelyforbeingabsent.DoctorsCharterSchoolhasnon-academicawardsthattheygiveouttostudentswhoarerespectfulandhavegoodattendancerecords.Thesecouldbeincentivesforstudentstocontinueattendingclass.Theschool�sattendanceprocedureisstrict,butallowsforevaluationofthereasonsbehindastudent�sabsence.Suchconsiderationforastudentallowsforroomforthestudenttoresolvehisorherproblemsandcontinuegoingtoschool.Oneruleinparticular,isthatifastudentmissesanxamountofdays,theywillhavethesameamountofdaystomakeuptheassignment.Althoughthismaybedifficulttoaccomplish,itdoesleavesomewiggleroomforstudents,thusincreasingtheirmotivationtocontinuefollowingtherulesoftheschool.AssumptionsThemainassumptionthatguidesthisstudyisthattruancypoliciesandproceduresarethecornerstoneforreductionintruancyrates.Otherassumptionsincludethenotionthathigherratesoftruancyleadtopooreracademicperformance.Whenstudentsfailtoattendclassvoluntarily,theyputthemselvesatgreaterriskofperformingpoorlyinschool.Thiscanhappenduetotheirinabilitytokeepupinschoolandlackofmotivationtocompleteassignments.Theymaybeunwillingtoattendschoolduetomentalhealthproblems,anunstablehomelife,orphysicalhealthconditions.Anotherassumptionisthatstudentslivinginpovertyandminoritystudentsmayhaveamoredifficulttimewithschoolduetoaturbulenthomelifeanddealingwithinstitutionalizedracism.Althoughthisisnotatopicthatwillbecoveredin-depthinthispaper,itisimportanttorecognizethedifficultiesthatcomefromlackofresourcesandpotentiallybeingaminority,andseehowthatcouldaffecttruancyrates.Thiscouldlendtocreationandimplementationofevenmoreeffectiveschoolpoliciesthatcanultimatelyreducetruancyratesandmaintainthemlowinthefuture.LimitationsThestudywillbelimitedtoonepubliccharterschool.theDoctorsChartersSchool.Thisisbecauseoftheneedtounderstandwhattheschooldoesandthencomparethatinformationtoothersuccessfulschools.Anotherlimitationisthenumberofpeopletointerviewforthestudy.Becausetheinterviewisqualitativeandin-person,notmanypeoplecanandwillbeavailabletoanswerquestions.ThestudyisalsolimitedtotheschoolswithintheUnitedStates.TheliteraturereviewwillonlyexaminehowAmericanschoolshandletruancyandpolicesthateitherdecreaseorincreasetruancyrates.Thefinallimitationisparents.Althoughparentalopinionmaybehelpful,itwouldbebettertoleavetheinterviewstostudentsandstafferswithparentsgivingpermissiontothestudenttospeak.Nootherlimitationsarenoted.ScopeoftheStudyThestudyisqualitative,andwilluseinterviewswithschoolstafftocollectdata.Interviewtranscriptswillbe-basedandaimstoanalyzedthetoidentifyunderlyingthemesfromrespondentsoftheDoctorsCharterSchool.Byaskingquestionsstafffromtheschool,thehopeistounderstandwhateffectivepoliciesareinplacethatallowsforbetterattendanceratesthanotherschoolsinthedistrict.Interestingly,theschoolalsofaresbetterregardingacademicscoresandhasahighgraduationrate.Iflocationplaysapart(itislocatedinasuburbanarea),thisshouldbeexploredviatheinterviewquestionstogainabetterunderstandingofallaspectsofeffectivepolicywithintheschool.Theliteraturereviewprovidesafoundation,theinterviewsprovidethedata.Asidefromthequalitativeinterviews,theliteraturereviewwillserveasacomparativeguidetonotonlybasesomeofthequestions,butalsocomparethedatagarneredfromtheinterviews.Ifothersuccessfulschoolshavesimilarpoliciesinplace,thiscouldserveasapotentialstandardthatcanappliednationallytohelpdecreasetruancyinallschoolsthroughoutthecountry.Theliteraturereviewwillalsoservetoprovideexamplesofpoliciesinschoolwithhightruancyratestoseewhatshouldnotbedone.Theresultswillalsobediscussedwithinthecontextofpotentialmodificationthatcanbemadetohelpimproveattendanceratesandacademicsuccessofstudentsevenfurther.Ultimately,itisimportanttoacknowledgewhatDoctorsCharterSchoolhastoofferandseewhetherthatcanserveasagaugeforotherschoolsinthedistrict,anymaybe,inthecountry.Althoughthequalitativestudyissmall,onlyincludingsixstudentsandfourstaffmembersfromtheschool,itmayprovidethekindofinsightthatcannotbegatheredelsewhere.Useofdatabasesavailabletohighlightnationwidetruancyratesmayalsobeused,againasacomparativetool.SignificanceThestudycanbeanimportantstepinlearningmoreabouthowretentionpoliciesinfluencedecisionmakinginschools.Thefindingsmayleadtothisschoolandothersstandardizingeffectiveprogramsandpolicies.PublicschoolsacrosstheUnitedStatesneedtoknowthattheycanhavetheknowledgetoimprovetheirstudentpopulationsacademicprogressandattendance.First,however,theyneedtoseetheinformationthatprovescertainpolicyimplementationsworkandareworththetime,money,andeffort.Similartoevidence-basedpracticeinnursing,staffneedtoseeevidenceofpoliciesthathavealreadybeenenabledandimplementedthathaveledtothesuccessofstudentsandtheimprovedratesofattendance.WhileithelpsseeingthestatisticsofasuccessfulschoollikeDoctorsCharterSchool,itisevenmoresignificantifschoolsseethestepsittooktoreachthatlevelofsuccess.Thenthatcollectedinformationcanbecomparedtootherschoolsastoidentifywhatcoreprinciplesandactionshavebeenusedtoachievesuchapositiveresult.Growthandpositiveoutcomescanonlycomefromtestedandapprovedpractices.Thisstudywilldissectsuchpoliciespracticesthroughasoundconceptualframeworkandthenseeifassumptionsandhypothesescanbeprovenordisproven.Researchersneedtocontinuetheirpursuitofinformationandanalysistoofferpotentialguidelinesanddirectionsforschoolsthatneedit.ThegrowingproblemoftruancyintheUnitedStatesrequiresathoughtfulandconsiderateassessmentofongoingissues.Theseissueswillcontinuetoremainprevalentunlessactionistaken.Actioncannotbetakenunlessthereissoundresearchandevidencebehindit.Lastly,studiesliketheonehereoffersananchorpointtoinvestigateotheraspectsofschoollife,schoolenvironment,andstudentbehavioralproblems.Ifstudentshaveproblemsduetostruggleswithsexuality,genderidentity,orevenpoliticalaffiliation,thiscouldalsobeinvestigatedinfuturestudies.Theresultscouldthenbeusedtospearheadchangesinpoliciesinthenearfuture,leadingtocontinueprogressiontowardsasafeandpositiveschoolenvironment.DefinitionofTermsThetermsutilizedinthisstudyaredetailedbelow.TruancyWhenastudentstaysawayfromschoolwithoutasufficientreason;canbealsolabeledasabsenteeism.Dayssuspendedmaybeincludedintruancyrates.CharterSchool(intheUnitedStates)apubliclyfundedindependentschoolestablishedbycommunitygroups,parents,orteachersunderthetermsofacharterwithnational/localauthority.ExpulsionMeaningpermanentwithdrawing/exclusion,whenastudentisbannedorremovedfromaschoolsystem/universityduetoconsistentviolationsofaninstitution'srules.However,itcanalsobeforasingleoffenseoffittingharshnessinextremecases.SuspensionRegardingschools,suspension(a.k.a.temporaryexclusion)isanobligatoryleavegiventoastudentasamethodofpenaltythatcanlastanywherefromasingledaytoaslongasseveralweeks,whereastudentcannotattendschoolorstepfootinsidetheschool(Kaufman&Kaufman,2013).StudentPortalServesasanonlinegatewaywherestudentscanaccesscurriculum,internetresourcesrelatedtothecurriculumandmayhavetheoptiontocommunicateelectronicallywithteachersand/orstudents.ConclusionInconclusion,truancyratesareagrowingprobleminUnitedStatesschools.DoctorsCharterSchoolisoneschoolthataimstoreducetruancyratesandhavedonesoaccordingtorecentstatistics.ByexploringDoctorsCharterSchool�sschoolpoliciesandotherschoolpoliciesthatincreaseordecreasetruancyratesinFloridathestudyhopestounderstandwhatmaycausetruancyinschoolsandwhatreducesit.Ifbetterandimprovedhandlingofstudentissuesisthesolutiontotruancy,itneedstobeexplored.Thenextsectionisaliteraturereview.TheliteraturereviewwillfocusonimportantpoliciesalreadyinplaceinotherschoolsandhowthesepoliciescouldbesimilarordifferenttoDoctorsCharterSchoolalongwiththenegativeeffectsofhightruancyratesandthecauseoftheseratesinschools.Thenextsectionallowsonetoseethroughrecentliterature,thesignificanceoftruancyandhowitconnectsschoolmeasureswithstudentbehavior.Someschoolstakepunitivemeasurestowardstruancy,otherstakenon-punitive,andstillmoretakeamixtureofboth.Whyaresuchmeasuresadopted?Theaimistounderstandthisandwhystudentsaretruant.Thereareseveralfactorsthatcanbeatplayfromenvironmenttomentalhealth,andsoforth.Theliteraturereviewwillbringintocontextmoreoftheseaspects.Withsomanyschoolsthroughoutthecountryexperiencinghightruancyrates,whatdoesDoctorsCharterSchooldothatenableshighattendanceamongitsstudentpopulation?Whatpolicieshastheschooladoptedtosupportapositiveenvironmentthatmotivatesstudentstoattendschoolandlearn?Chapter2LiteratureReviewIntroduction:AddressingSchoolTruancyHighschooltruancyisnottheonlythingbeingaddressedastheschoolinterviewedhaschildrenfrom6-12.Studenttruancyhasbecomeamajorissueschoolstrytotackle.Therefore,toimprovetruancytheneedarisestoresearchandcultivateworthwhilestrategiestoreducenegativebehaviorsthatleadtotruancy.However,thereisalsoaneedtounderstandwhystudentsaretruantinthefirstplace.Povertyandnegativeschoolenvironmentareissuesthathaveraisedconcernforthelikelihoodoftruancyinstudents.Thissectionhopestoilluminatetheissueofstudenttruancy.Itbecomesdifficulttoidentifythecostsofbenefitsofvariousmeasures.Thosethatfallintothepunitivedisciplineisnecessarybecausetraditionalistviewsbelieveadherencetorulesleadstopositiveoutcomes.Thoseinthecampofnonpunitivedisciplinedesiretodemonstratehowgivingstudents�optionscanleadtobetterresultsnotjustintruancyrates,butthepersonalgrowthofthestudent.Withallthestrategiesandmethodsavailable,itcanbedifficultforschoolleadstodeterminewhatmixtureofpunitiveandnonpunitivedisciplinewillwork.Thedesireistoshowthesuccessofprogramsand/orschoolsthathaveenabledareductionintruancyratesaswellaspoliciesineffectthatincreasetruancyratestodemonstratehowtoimprovestudenttruancy.PunitivePunitivemeasuresfortruancycanbeseenthroughtheintroductionofthird-partypolicinginschools.�Third-partypolicingisanapproachtocrimepreventionandcontrolinvolvingthepolicepartneringwithorganizationsorindividualstopreventorreducecrimeproblems�(Nitschke,Mazerolle,&Bennett,2014,p.5211).Relyingonavailablecriminal,regulatory,orcivillawsandrules(legallevers)thatallowthirdpartiestotakeaccountability,partially,forcontrolofcrime,itcreatesanenvironmentwhereapprehensionofproblemstudentsisfeasible.Thismayhelpschoolsdealwiththegrowingdelinquencyinstudents,butmayalsomakeiteasierforstudentstobecomepartofthecriminaljusticesystematanearlyage.Punitivemeasurescanalsobecostlier.Thisisbecausepunitivemeasureslikeexpulsionorsuspensioncanfurtherincreasethelikelihoodofstudentsbeingtruantandperformingpoorlyacademically(Shelton,2014).Studentsmustbeguidedtowardsapositiveoutcomeandthatmeansreducingthebeliefthatpunitivemeasureswillkeepstudentsfrombeingtruant.Althoughshort-termresultsmayindicatereduction,thelong-termeffectscouldbemorenegativeandlong-lasting.Sheltonmentionedthatstudentswhofacepunitivemeasuresmayhaveahigherchanceofcommittingcrimesversusthosewhofacednon-punitivemeasures.Whilesomeresearchsuggestspolice-interventionregardingtruancycanhelpstudentsinthatparentsaremoreawareofwhathappenstothem,therearestillmanyfactorstoconsiderinrelationtoefficacy.Forexample,police-interventionmayleadtohigherparentalawareness,butalsoincreasedpotentialfortruantstudentstoendupinthejuvenilecriminaljusticesystem(Mazerolle,Bennett,Antrobus,&Eggins,2017).Amixtureofbothpunitiveandnon-punitivemeasuresmaybemostbeneficialintacklingtheproblemoftruancy.Non-PunitivePunitivemeasuresfortruancyhavetheirplaceinschools.However,researchshowsnon-punitivemeasuresarealsousefulandofferachanceforstudentstoimproveandremovesomeofthestigmaattachedtopastmistakes.Successfulprotocolsintegrateflexibilityintostandardmethodstohelptheschool,family,andstudent.Suchprogramsunderstandindividualstudent�sneedsanddowhateverisessentialtoassistthefamilyandstudentinvolvedintruancy(Mallett,2015).OnestudyinAustraliaaimedtounderstandtruancyandtheeffectsoftruancytogenerateprogramsthatallowedforeffectivemeasuresatreducingtruancyratesamongstudents(Taylor,Gray,&Stanton,2016).Thisshowsthatwithproperresearch,non-punitiveoptionsarefeasible.However,theymustbedoneinconjunctionwithsignificantresearchthatallowsabetterunderstandingoftheneedsofstudentswhoparticipateintruancy.Theexpectationisthatnon-punitivemeasuresaremoreeffectivethanpunitivemeasures.However,ifthereisnosignificantdifference,non-punitivemeasuresmustbeassessedforefficacy.Haight,Chapman,Hendron,Loftis,&Kearney(2014),demonstratedhownon-punitivemeasureslikeatruancyprogrammaynotworkifakeyprocessisnotimplemented.Meaning,ifthereisnoskill-buildingaspecttotheprogramliketutoring,thechancefortruancytodecreasedeclines.StudentCharacteristicsTruancycanhavealastingimpactonthelifeofastudent.�Schooldropouthasbeenextensivelystudiedintheliteratureasacorrelateofnegativelifeoutcomes.Aprecursortoschooldropoutistruancy,theunexcusedorillegitimatestudentabsencefromschool�(Rocque,Jennings,Piquero,Ozkan,&Farrington,2016,p.592).Studentsmaybeabsentortruantduetoamultitudeofreasons.Researchersidentifiedthroughafewexaminedstudies,thatstudentswhoareoftenmoretruantthanothers,maybemoreinvolvedincrime.Suchinvolvementpointstothenegativecorrelationoftruancyandlaterlifeoutcomeslikedelinquencyandcrime.Theresearchersalsostatetruancycanleadtoproblemdrinking.�Resultsindicatethattruancyhaslong-lastingassociationswithnegativelifeoutcomes,especiallyfornon-violentcrimeandproblemdrinking�(Rocque,Jennings,Piquero,Ozkan,&Farrington,2016,p.592).Ifaddictiveorcriminalbehaviorleadstotruancyandtruancycanfurtherleadtoaddictiveorcriminalbehavior,itseemsacyclethatjustfeedsitselfwithnegativeoverallbehavior.Thisisimportanttoknowbecausestudentsexperiencingaddictionproblemsorbecominginvolvedindelinquentbehaviorcanreceivehelptonotonlykeepthemfromengaginginsuchriskyactionswhilealsopositivelycontributingtoreductionintruancyrates.Essentially,thenotionthatfortheretobeareductionintruancyrates,schoolsmusthelpstudentsdealwiththenegativebehaviorstheyareengagingin,outsideofschool.Thesenegativebehaviorscouldcomebecauseofnegativeexperiences.Frombullyingtopooracademicperformance,studentsoftenexperiencestressthatcouldbedetrimentaltotheiracademicsuccess.Birkett,Russell,&Corliss,(2014)observetherolesexual-orientationdisparitieshaveonstudentsinrelationtoacademicachievementandtruancy.Throughtheutilizationofpoolinformation,theyidentifiedbeingpartoftheLGBTgroupaffectedratesoftruancyandacademicperformance.�LGBT-identifiedyouthsreportedsignificantlyelevatedoddsoftruancyandlowgrades(oddsratios?=?1.6�3.2;allP?
Juvenile offenders have grown to become a serious problem in many countries, especially the United States. Like adult offenders, juvenile offenders are more likely to reoffend, especially without the proper guidance and assistance they need in order to live a law abiding life. Research within the last five years has led to identification of specific program models as well theory-based intervention approaches that not only assist juvenile offenders in leading
Government Since gang-related crimes fall within the jurisdiction of state, this research will give an insight on the need to find solutions that increasingly include all levels of government. Congress needs to pass legislation that will change immigration enforcement laws and make more aliens deportable. In addition, the federal government should take a more active participation in helping local and state jurisdictions develop anti-gang responses. The local, state and federal governments
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the