School Truancy Policies and Procedures in Public Charter Schools

Introduction and School Profile

Student truancy is a growing problem in the United States. Over the last twenty years, truancy rates have grown nationwide, with the highest rates 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 punitive truancy programs only, lack of alternative study options for suspended students, and lack of counseling and tutoring (Bye, 2010). There are schools that have been doing well in maintaining low truancy rates, however. Those schools give students the option for tutoring, allow distance learning for suspended students, and employ 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. The school has a low truancy rate among minority students, which is a notable and distinctive quality, making it an anomaly in the surrounding area. This quality will be analyzed in depth in this paper, along with the various possible reasons for the students' willingness to attend class regularly and what methods are employed by school staff to maintain a positive school environment — because truancy rates are so low compared to other schools in the area and nationwide.

First established in 2005, Charter Secondary School of Miami Shores is a public charter school built on Barry University Campus, sitting on five acres of property. It is located in Miami Shores, Florida. The current enrollment stands at 599 students and the campus type is suburban. Rated 'A' as a college preparatory school, the school holds a municipal charter via the Village of Miami Shores and serves students from grades 6–12 (Charter Secondary School of Miami Shores, 2007).

In its early history, Charter Secondary School was originally a middle school established in 1997 under the name Miami Shores/Barry University Charter School. Nine portable structures comprised the school and served as an alternative for Miami Shores students who would otherwise attend Horace Mann Middle School (Charter Secondary School of Miami Shores, 2007). After eight years, the school secured more funding and in 2005 was renamed. The school gained a permanent structure thanks to donations from the citizens of Miami Shores and additional funds from the North Dade Medical Foundation.

The school draws funds from two separate streams. One part of the funding comes from a bond issue approved by Village residents and a large two-year grant given by the North Dade Medical Foundation for FY 2006 and 2007. The school raises the remainder of its operating expenses from the state through its 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 of Miami Shores, 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 is 33%, with a minority enrollment of 83%. Although class attendance is high and 81% of students tested for AP exams, only 47% — fewer than half — passed those exams. English and Mathematics proficiency levels are 70% and 68% respectively, which are above the district and nationwide averages (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 Charter Secondary School perform better than students at other schools in the district. The district average for English proficiency is 50% and Mathematics proficiency is 37%. The district average for college readiness is 44.7, out of 113 schools and 113,242 students (USNEWS, 2017). With a graduation rate of 98%, Charter Secondary School of Miami Shores has much to offer in terms of positive outcomes and student interest.

Understanding the Reasons for Truancy

There are several reasons for truancy, and they are often complex and varied. Some pertain to a negative school environment, student behavior, family economic status, and mental health problems, among others. A negative school environment can create barriers for students wishing to learn. Unlike Charter Secondary School, classrooms across Miami often have large class sizes, making it difficult for students to pay attention and receive the individualized 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 other students who need 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, endure problematic or abusive family situations, and lack access to resources. These students need opportunities to learn from their mistakes and receive help, rather than being suspended or expelled without a chance to improve. High rates of suspension can contribute 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 academic problems but rather social ones — they may not feel comfortable engaging with peers due to fear of judgment or difficulty socializing. Providing students with tools for both social and academic engagement can allow for a higher percentage of positive academic outcomes. Student interest may also play a key role in truancy (Dronkers, Veerman, & Pong, 2017), because suspensions and expulsions may negatively impact student interest. When students are suspended, they lose access to schoolwork, and depending on the length of the suspension, they may have increased difficulty catching up once they return.

If there is no option to complete schoolwork during a suspension — and students cannot contact the teacher for assignments — this places already-struggling students at an automatic disadvantage. To fall behind when a student is already receiving low grades could result in class failures. By exploring the incentive theory of motivation and research showing the connection between expulsion/suspension, student interest, and truancy, the aim is to clarify why truancy rates are high and what can be done to counteract the problem. The issues of negative school environment, student behavior, family economic status, and mental health problems (Dronkers, Veerman, & Pong, 2017; Dembo, Wareham, Schmeidler, Briones-Robinson, & Winters, 2014) must all be addressed for truancy programs to be effective.

The scope of problems associated with truancy is large. For the purpose of this study, the specific focus is 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. Therefore, it is important to define the scope of the problem to improve the quality of the study.