…[…… 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?
