School Policies and Procedures That Reduce Truancy Rates

Introduction and School Background

Student truancy is a growing problem in the United States. Over the last twenty years, truancy rates have grown nationwide, with the highest rates concentrated in inner cities (Jacob & Lovett, 2017). Research indicates that student truancy leads to potential socially deviant behavior in adulthood (Dronkers, Veerman, & Pong, 2017). Many students who are absent for prolonged periods are more likely to perform poorly academically, risking failure in classes and facing disciplinary action. Characteristics of schools with high truancy rates include reliance on purely punitive truancy programs, lack of alternative study options for suspended students, and absence of counseling and tutoring (Bye, 2010). There are schools, however, that have maintained low truancy rates by offering students tutoring options, allowing distance learning for suspended students, and adopting a mixture of punitive and non-punitive measures (Duarte & Hatch, 2014).

With a national ranking of 764 and a Florida ranking of 66, Charter Secondary School is considered one of the best high schools in the state regarding student attendance rates and overall school participation (Great Schools!, 2017). The school has low truancy among minority students — a notable and distinctive quality that makes it an anomaly in the surrounding area (Great Schools!, 2017). First established in 2005, Charter Secondary School is a public charter school built on a university campus, sitting on five acres of property. The current enrollment stands at 599 students, and the campus type is suburban (Great Schools!, 2017). Rated 'A' as a college preparatory school, it holds a municipal charter serving students from grades 6–12 (Charter Secondary School, 2007).

In its early history, Charter Secondary School was originally a middle school established in 1997 under a different name (Charter Secondary School, 2007). Nine portable structures comprised the school and served as an alternative for students who would otherwise attend a nearby middle school. After eight years, the school secured more funding and, in 2005, was renamed and gained a permanent structure thanks to donations from community members and additional funds from the North Dade Medical Foundation.

The school draws funds from two separate streams. One portion comes from a bond issue approved by residents and a large two-year grant from the North Dade Medical Foundation for fiscal years 2006 and 2007. The school raises the remainder of its operating expenses through state FTE funding — a set amount for each student in the classroom per day — and through the collection of student fees for materials and trips (Charter Secondary School, 2007).

The school has 31 full-time teachers for a student population of 598 students, reflecting a ratio of fewer than 20 students per teacher (19:1) (USNEWS, 2017). The percentage of economically disadvantaged students stands at 33%, with minority enrollment at 83%. Although class attendance is high and 81% of students sit for AP exams, only 47% — less than half — pass them. English and Mathematics proficiency levels lie at 70% and 68% respectively, which is above both the district and nationwide average (USNEWS, 2017). With a College Readiness Index of 48.8, the school has room for improvement.

While students earn average test scores overall, those who attend this school perform better than students at other schools in the same district (USNEWS, 2017). The district average for English proficiency is 50% and for Mathematics proficiency is 37%; the district average for college readiness is 44.7. This data represents assessments conducted across 113 schools serving 113,242 students (USNEWS, 2017). With a graduation rate of 98%, Charter Secondary School presents a case worthy of further study.

Understanding the Reasons for Truancy

There are several reasons for truancy, and they are often complex and varied. Research on truancy suggests that a negative school environment, student behavior, family economic status, and mental health problems are key contributors (Dronkers, Veerman, & Pong, 2017; Dembo, Wareham, Schmeidler, Briones-Robinson, & Winters, 2014). A negative school environment can create serious obstacles for students wishing to learn. Schools in Florida often have large classrooms, making it difficult for students to focus and receive the attention necessary for understanding the curriculum (Losen, 2015). If a student has questions or needs examples for a specific assignment, the teacher may not have the time or patience to address that student while also managing 29 others, all needing the same level of attention.

Many schools across the country have strict policies regarding disruptive student behavior that can result in suspension or even expulsion. Several factors can cause disruptive behavior among students (Losen, 2015). One common reason is poverty: "high levels of poverty have a negative effect on school behavior. This is attributed largely to the chronic and acute stress experienced by students living in poverty. The exposure is associated with externalizing behaviors that are disruptive in school settings" (Hutcheson, 2014, p. 1). Students facing poverty may be part of an unstable household, enduring problematic or abusive home environments and a lack of resources. These students need opportunities to learn from their mistakes and receive help that could make a positive difference in their lives. Instead, they are frequently suspended or expelled without being given the chance to improve, and high rates of suspension can lead to higher truancy rates.

"The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two group factors: Problems in Social Engagement and Problems in Academic Engagement" (Barghaus et al., 2016, p. 154). Researchers note that students often may not have problems academically, but rather socially — they may not feel comfortable engaging with other students due to fear of judgment or an inability to socialize effectively. Providing students with tools to engage both socially and academically can allow for a greater percentage of positive academic outcomes. Student interest may also play a key role in truancy (Dronkers, Veerman, & Pong, 2017), since suspensions and expulsions may negatively affect student interest. When students receive suspensions, they lose access to schoolwork, and when the suspension ends they may have increased difficulty catching up with the class (Reid, 2014).

If there is no option to complete schoolwork and the student cannot contact the teacher for assignments, it places that student at an automatic disadvantage (Reid, 2014). This is especially true for students who already struggle academically. Falling further behind when a student already has low grades can lead to class failures (Reid, 2014). By exploring incentive theory of motivation and research demonstrating the connection between expulsion/suspension, interest, and truancy, the hope is to clarify why truancy rates are high and what can be done to counteract it. The problems of negative school environment, disruptive student behavior, family economic status, and mental health challenges (Dronkers, Veerman, & Pong, 2017; Dembo et al., 2014) must all be addressed for truancy programs to be effective.

The scope of problems associated with truancy is large. For the purposes of this study, the specific focus will be on school-based policies and procedures that may mitigate or reduce truancy. Without a proper synthesis of the reasons surrounding the problem, there will be limited understanding of how to approach the study. It is therefore important to define the scope of the problem clearly in order to focus and improve the quality of the research.

Statement of the Problem

Truancy rates in the United States are a growing problem (Monahan, VanDerhei, Bechtold, & Cauffman, 2014). Whether a student is absent due to suspension or because they willingly choose to be absent, the problem has become worthy of research and possible intervention. The problem addressed by this study is: educational leaders may have implemented policies and procedures in public charter schools, but documentation about which are most effective and why remains largely absent.

Current policies have enabled higher truancy rates through their zero-tolerance approach, which mandates harsher and stricter punishment of student behavior. "Since the 1990s, implementation of zero tolerance policies in schools has led to increased use of school suspension and expulsion as disciplinary techniques for students with varying degrees of infractions" (Monahan et al., 2014, p. 1110). When students are suspended or expelled, they may have a harder time catching up in school and succeeding academically, which can lead to further problems as students mature into adults.

Research suggests that the experience of suspension or expulsion could increase the likelihood of illegal behavior. "Being suspended or expelled from school increased the likelihood of arrest in that same month and this effect was stronger among youth who did not have a history of behavior problems and when youth associated with less delinquent peers" (Monahan et al., 2014, p. 1110). Zero-tolerance policies have become a primary driver of growing suspension and expulsion cases, and are considered punitive measures that can compound truancy problems (Schargel, 2014). Although truancy does not directly cause crime, the two are highly correlated (Schargel, 2014), and policies must therefore be reformed by examining what schools with low truancy rates, such as Charter Secondary School, are doing differently.

Purpose of the Study

The purpose of this study is to understand school leaders' perspectives on how policies and procedures reduce truancy and improve student attendance. By interviewing key staff at Charter Secondary School — a public charter school with low truancy levels — information on effective policies and procedures can be gathered. These findings may provide a better understanding of what school leaders at other schools can do to improve truancy rates.

Attendance plays a large part in avoiding suspension and performing well academically (Schargel, 2014). Research on truancy reduction suggests students with more attendance options may be able to overcome difficulties that contribute to truancy (Reid, 2014). Effective school policies that improve attendance may contain processes and options that provide such support and variability. Without understanding these aspects, little help can be generated and implemented for students in need.

Charter Secondary School has better attendance and better academic performance compared to all other schools in the district on average, and the majority of its students are minority or non-white. This school is a strong starting point for investigating effective school policies. Examination of other successful schools should provide a measure of effectiveness needed to understand what strategies can improve attendance and show how schools in different settings — urban, rural, or suburban — address challenges related to student demographics and location.

Research Questions

1. Why does the school have a low truancy rate?

2. What theoretical framework serves as the foundation for policies at the school?