U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention

September 2001

Truancy Reduction: A Message From OJJDP Keeping Each school day, hundreds of thou- sands of students are missing from in School their classrooms—many without a bona fide excuse. Left unchecked, truancy is a risk fac- Myriam L. Baker, Jane Nady Sigmon, and M. Elaine Nugent tor for serious juvenile delinquency. Truancy’s impact also extends into Truancy, or unexcused absence from Left unaddressed, truancy during the the adult years where it has been school, has been linked to serious delin- preteen and teenage years can have sig- linked to numerous negative out- quent activity in youth and to significant nificant negative effects on the , comes. Consequently, it is critical negative behavior and characteristics in schools, and society. It is important to to identify strategies that intervene adults.1 As a risk factor for delinquent be- identify promising strategies to intervene effectively with youth who are chroni- havior in youth, truancy has been found with chronic truants, address the root cally truant and that interrupt their progress to delinquency and other to be related to substance abuse, gang causes of truancy, and stop youth’s pro- negative behaviors by addressing activity, and involvement in criminal ac- gression from truancy into more serious the underlying reasons behind their tivities such as burglary, auto , and and violent behaviors. absence from school. (Bell, Rosen, and Dynlacht, 1994; Dryfoos, 1990; Garry, 1996; Huizinga, This Bulletin highlights some of the major This Bulletin provides an overview Loeber, and Thornberry, 1995; Rohrman, research findings regarding the problem of the problem of truancy; describes 1993). of truancy and demonstrates why it is the correlations of family, school, important that schools and communities economic, and student factors with Much of the work in the area of develop- work to prevent and reduce its incidence. truancy; notes truancy’s role as a mental pathways to delinquency shows It also discusses Abolish Chronic Truancy predictor of delinquency, including that these behavioral problems often are (ACT) Now and the Office of Juvenile juvenile daytime crime; and tallies followed by progressively more serious Justice and Delinquency Prevention’s truancy’s social and financial impacts. behavioral and adjustment problems in (OJJDP’s) Truancy Reduction Demon- Two OJJDP-funded projects are fea- adulthood, including an increased pro- stration Program (TRDP) and the TRDP tured: the ACT Now program oper- pensity for violent behavior (Bell, Rosen, evaluation. ated by the Pima County Attorney’s and Dynlacht, 1994; Dryfoos, 1990; Kelley Office in Arizona and the Truancy et al., 1997). Further, adults who were Overview of the Reduction Demonstration Program, frequently truant as teenagers are much a partnership with the Executive more likely than those who were not to Truancy Problem Office for Weed and Seed and the have poorer health and mental health, Every day, hundreds of thousands of youth Safe and Drug-Free Schools lower paying jobs, an increased chance are absent from school; many are absent Program. of living in poverty, more reliance on without an excuse and deemed truant. welfare support, children who exhibit Truancy is an early warning sign for Although national data on truancy rates future problems and should not be problem behaviors, and an increased are not available (in part because no uni- likelihood of incarceration (Bell, Rosen, ignored. This Bulletin should assist form definition of truancy exists), many our efforts to give it the attention it and Dynlacht, 1994; Dryfoos, 1990; Haw- large cities report staggering rates of tru- requires. kins and Catalano, 1995; Ingersoll and ancy and chronic absenteeism.2 Some LeBoeuf, 1997; Rohrman, 1993). large cities report that unexcused ab- sences can number in the thousands on certain days (Heaviside et al., 1998). Correlates of Truancy toward education are also important In Detroit, MI, for example, school atten- Preliminary findings from OJJDP’s evalua- factors in the community. dance officials investigated 66,440 com- tion of TRDP (see page 9) confirm previous plaints of chronic absenteeism during the findings that, in general, the correlates of Predictor of Delinquency 1994–95 school year, and in Chicago, IL, the truancy fall into four broad categories: Truancy has been clearly identified as one average 10th grader missed 6 weeks of in- of the early warning signs that youth are structional time during the 1995–96 school ◆ Family factors. These include lack headed for potential delinquent activity, year (Garry, 1996; Roderick et al., 1997). of guidance or parental supervision, social isolation, and/or educational failure. A national review of discipline issues in domestic violence, poverty, drug or Several studies have established lack of schools conducted in 1996–97 found that alcohol abuse in the home, lack of commitment to school as a risk factor for public school principals identified student awareness of attendance laws, and substance abuse, delinquency, teen preg- absenteeism, class cutting, and tardiness differing attitudes toward education. nancy, and of school (Bell, as the top discipline problems in their ◆ School factors. These include school Rosen, and Dynlacht, 1994; Dryfoos, 1990; schools (Heaviside et al., 1998). climate issues—such as school size and Huizinga, Loeber, and Thornberry, 1995; In general, the proportion of truancy attitudes of teachers, other students, Rohrman, 1993). Decades of research have cases handled in is rela- and administrators—and inflexibility in also identified a link between truancy and tively small. However, the juvenile justice meeting the diverse cultural and learn- later problems such as violence, marital system is increasingly serving as the final ing styles of the students. Schools often problems, job problems, adult criminality, stop for truants and as a mechanism for have inconsistent procedures in place and incarceration (Dryfoos, 1990; Cat- intervening with chronic truants. Recent for dealing with chronic absenteeism alano et al., 1998; Robins and Ratcliff, statistics available on the extent of truan- and may not have meaningful conse- 1978; Snyder and Sickmund, 1995). cy cases in juvenile court clearly demon- quences available for truant youth More recent studies, such as OJJDP’s strate how important it is for schools (e.g., out-of-school suspension). Program of Research on the Causes and and communities to confront this issue. ◆ Economic influences. These include Correlates of Delinquency,3 indicate that In 1998, truancy accounted for 26 percent employed students, single-parent truancy may be a precursor to serious of all formally handled status offense homes, high mobility rates, parents violent and nonviolent offenses and that cases, representing an 85-percent in- who hold multiple jobs, and a lack of the connection between truancy and crease in truancy cases in juvenile court affordable transportation and childcare. delinquency appears to be particularly since 1989 (from 22,200 cases in 1989 to ◆ Student variables. These include drug acute among males (Kelley et al., 1997). 41,000 cases in 1998) (Puzzanchera et al., and alcohol abuse, lack of understand- In addition, findings from OJJDP’s Study forthcoming). ing of attendance laws, lack of social Group on Very Young Offenders indicate A closer look reveals that the number of competence, mental health difficulties, that chronic truancy in elementary school petitioned truancy cases around the coun- and poor physical health. is linked to serious delinquent behavior try is about evenly divided between boys Although not mentioned specifically, the at age 12 and under (Loeber and Farring- and girls and that whereas the majority of community significantly influences the ton, 2000). petitioned truancy cases involve 15-year- occurrence of truancy as well. Community olds, there have been petitioned cases factors are folded into the above four Juvenile Daytime Crime involving boys and girls as young as 10 areas. For example, economic conditions In several jurisdictions, law enforcement (Puzzanchera et al., forthcoming). and differing culturally based attitudes officials have linked high rates of truancy to daytime burglary and vandalism (Ba- ker, 2000). Before TRDP started, for exam- ple, police in Tacoma, WA (one of OJJDP’s TRDP sites), reported that one-third of burglaries and one-fifth of aggravated assaults occurring between 8 a.m. and 1 p.m. on weekdays were committed by juveniles. In Contra Costa County, CA (another TRDP site), police reported that 60 percent of juvenile crime occurred be- tween 8 a.m. and 3 p.m. on weekdays. These daytime juvenile crime rates were a primary reason that sites began imple- menting TRDP.

Social and Financial Impact Students with the highest truancy rates have the lowest academic achievement rates, and because truants are the youth most likely to drop out of school, they have high dropout rates as well (Dynarski

2 and Gleason, 1999). The consequences lives in Tucson, the county seat. Between Critical to the truancy program’s suc- of dropping out of school are well docu- 1991 and 1995, Pima County’s truancy cess would be the active participation of mented. School dropouts have signifi- rates were among the highest in the State, school districts, local schools, law en- cantly fewer job prospects, make lower accounting for more than 50 percent of forcement offices, and community agen- salaries, and are more often unemployed the State’s chronic truancies (Bernat, cies, all of which have some responsibility than youth who stay in school (U.S. De- 1996). In addition to high truancy rates, for educating, providing services to, partment of Education, 1993). According Pima County’s juvenile arrest rates were assisting, or intervening with youth. to a recent report from the Bureau of higher than the State average (National Labor Statistics (2001:2), “6.0 percent of Center for Juvenile Justice, 1996). Statis- Armed with a vision, a concrete plan, and workers with a high school diploma were tics also showed that in 1993, 8,720 juve- printed materials, PCAO invited more than in poverty [in 1999], considerably lower niles were referred to the Juvenile Court 100 key stakeholders to convene and dis- than the proportion of those who had not Center, and between 1993 and 1996, the cuss the problem of truancy. The tradi- completed high school (14.3 percent).” number of referrals increased approxi- tional response to truancy in the county High school dropouts are also more likely mately 23 percent, to 10,773. Since 1993, had been to process the youth through to depend on welfare, experience unstable the most frequent type of referral (ac- the juvenile court, which often resulted marriages, and serve time in prison than counting for roughly one-quarter of all in diversion with no consequences. As a those who complete their schooling (Sny- referrals) has been for status offenses, result, school administrators had lacked confidence in the process and welcomed der and Sickmund, 1995; U.S. Department which include truancy.4 of Education, 1993). the new law and the new strategy for ad- During 1993 and 1994, a statewide work- dressing truancy. With the interest and The financial impact of truancy and the ing group in Arizona focused attention on support of school administrators, PCAO dropouts that result can be measured in youth crime and developed recommenda- moved forward with its program for the a number of ways: tions for prevention and early interven- 1994–95 school year. The program, Abol- tion. To address truancy and youth crime, ish Chronic Truancy (ACT) Now, became ◆ Less educated workforce. the group recommended approaches that a cooperative effort among PCAO, the ◆ Business loss because of youth who focus on the root causes of poor school schools, law enforcement, and community “hang out” and/or shoplift during attendance, such as lack of parental con- organizations/agencies that provide ser- the day. trol due to insufficient parenting skills, vices to youth and families. child abuse or neglect in the home, and ◆ Higher daytime crime rates (in some During the initial stages, no community cases). family instability. The group also suggested that requiring parents to ensure that their agency was available to partner with ◆ Cost of social services for families of children are supervised and holding par- PCAO to provide case management or children who are habitually truant. ents accountable would increase school services to truant youth and their fami- lies. Thus, in the first program year, PCAO Truancy, however, has an even more attendance and decrease juvenile crime. received referrals directly from schools direct financial impact on communities: The working group’s recommendations and coordinated the diversion program. the loss of Federal and State education resulted in an amendment to the State A community-based nonprofit agency, the funding. compulsory school attendance law to include criminal sanctions for parents or Center for Juvenile Alternatives (CJA), was established in spring 1995 in Pima County OJJDP’s Response to guardians who do not ensure that their children attend school. to provide an alternative to the institu- Truancy tional detention of status offenders, to OJJDP is committed to identifying what To address key risk factors associated take on case management responsibilities works in preventing and reducing truancy with youth crime—poor school atten- for the ACT Now program, and to provide and has supported numerous truancy ini- dance and truancy—one of the working services as part of the program to youth tiatives and evaluations, two of which are group members, PCAO’s deputy county and their families. During the latter half described in the sections that follow: ACT attorney, initiated the development of a of 1995, CJA became firmly established, Now—a prosecutor-led program in Pima PCAO truancy diversion program. Armed and ACT Now became a fully coordinated County, AZ—and TRDP. with the new law that strengthened the interagency response to truancy.5 enforcement of the existing compulsory As envisioned, ACT Now was to create and school attendance statute by creating implement a sound, uniform enforcement The ACT Now Program criminal fines and penalties for parents, plan that would not require significant PCAO formulated its truancy plan to in- The Pima County Attorney’s Office (PCAO) investment of resources. The expressed clude three key elements: in Arizona is among the many prosecu- purpose of the program was to return the tors’ offices nationwide that have recog- ◆ Enforcement of the mandatory at- habitually truant minor to school through nized truancy as a significant problem and tendance law by holding parents the coordination and cooperation of partic- designed alternatives to adjudication by accountable. ipating schools, prosecution, law enforce- intervening with truants to prevent subse- ment, and CJA. ACT Now is grounded in quent delinquent and criminal behavior. ◆ Provision of a diversion program that offers services to address the root the philosophy that a breakdown in paren- Pima County, located in the southeastern causes of truancy. tal supervision has occurred, resulting in truancy, curfew violations, and juvenile portion of Arizona, is the second most ◆ populous county in the State, with an esti- Sanctions for parents and youth for con- involvement in a wide range of criminal mated population of more than 780,000 tinued truancy or failure to complete and other unacceptable behaviors. The people. More than half of the population the diversion program successfully. program design consists of several steps:

3 ◆ Participating schools monitor atten- dance closely and, after the first unex- American Prosecutors Research Institute cused absence, send a letter to parents advising them of the potential for pros- The American Prosecutors Research Institute (APRI) is a nonprofit research and ecution.6 The letter states that the program development resource that provides prosecutors with training and curricu- school is working in close cooperation lum development, technical assistance, and consultation services and also pro- duces publications and conducts research. Since its inception in 1984, APRI has with PCAO’s Truancy Enforcement become a vital resource and national clearinghouse for information on the pros- Program and that if the youth has at ecutorial function and has supplied the field with interdisciplinary responses to the least three unexcused absences, his complex problems of crime and delinquency. For more information, visit APRI’s or her attendance record will be for- Web site at www.ndaa-apri.org/apri/Index.html. warded to the program. ◆ After the third unexcused absence, a truancy referral form with identifying purpose—to prevent chronic truancy determination of when a student is tru- data and other background informa- by holding parents accountable and of- ant to school officials. tion, the youth’s official attendance fering deferred prosecution along with record, and a notarized affidavit certi- ◆ Establishment of a minimum number services—has held constant since its in- fying the unexcused absences are sent of absences before a student is referred ception, the program’s operation evolved to CJA.7 to CJA, while recognizing local school significantly in its first 2 years, resulting decisionmaking in determining when ◆ Upon referral, parents are notified that in improved practice and expanded reach. a referral is appropriate. they may be subject to misdemeanor The following components of the ACT prosecution and their child to filing of Now program appear to have contributed ◆ Use of a new source of leverage in a truancy petition in juvenile court. to its successful implementation: responding to truancy (the threat of Parents are offered the opportunity to parental prosecution) and a consistent ◆ participate in a diversion program and Clearly stated goals and objectives that response when schools refer parents are asked to contact CJA. address a problem of concern to com- of truant students to CJA after a mini- munity stakeholders and provide a mum of three unexcused absences. ◆ Upon contacting CJA, parents or guard- basis for a program in which commu- ◆ ians are offered a deferred prosecution nities can participate. A coordinated response that includes diversion program and asked to sign a services to address the underlying ◆ written contract outlining terms of the Consistent written guidelines on pro- causes of truancy. agreement. gram procedures, including sample ◆ letters to parents (in both English and Allocation of CJA and PCAO staff, who ◆ The parents who accept deferred pros- Spanish) and referral forms. work cooperatively with schools and ecution are referred to community law enforcement agencies in coordi- ◆ agencies that provide access to coun- Annual training for key school adminis- nating a communitywide response to seling, parenting skills classes, and sup- trators who can discuss program goals truancy. port groups for the youth and parents. and procedures; provision of CJA and ◆ PCAO contacts who can answer school Enforcement of attendance statutes to Referrals are made based on CJA’s psy- send a consistent message to parents chosocial evaluations of truants and administrators’ questions about refer- rals throughout the year. and youth regarding the seriousness of their families to determine the root truancy. ◆ causes of the truancy. Clear delegation of the development ◆ of an attendance policy and the Effective use of media coverage of the ◆ Successful adherence to the terms program and its associated truancy of the deferred prosecution contract by parents results in case dismissal.8

Process and Implementation Outcomes In 1996, OJJDP awarded a grant to the American Prosecutors Research Institute (APRI) to conduct an evaluation of ACT Now. Full evaluation results, documenting both the implementation process and program outcomes, are found in Abolish Chronic Truancy Now Diversion Program: Evaluation Report (Sigmon, Nugent, and Engelhardt-Greer, 1999).9 APRI’s process evaluation documented the planning, implementation, evolution, and operation of ACT Now from the time the program was initiated through the 1997–98 school year. Evaluation re- sults indicate that, while the program’s

4 sweeps to increase the community’s 1995–96), there were few truancy referrals. year. After the program procedures were awareness of truancy, its conse- During this time, schools made referrals more clearly articulated to school adminis- quences, and efforts to combat it. directly to PCAO, and the policy of system- trators, the number of advisory letters Two key shortcomings of the program atic dissemination of information to refer- sent and parental response to the letters were identified. First, at the time of the ring schools was not yet in place. When increased. ACT Now became fully operational and evaluation, the program had not imple- Truants whose parents failed to address mented a consistent method for providing reporting procedures were formalized, the number of schools reporting truancies the attendance problem or participate in timely feedback to schools about the sta- the ACT Now program were referred by tus of their referrals to CJA and the inter- (and the ratio of schools that reported to those that participated) increased sub- CJA to PCAO for prosecution. Between vention’s outcome or whether a case was 1994 and 1998, PCAO handled 674 truancy being prosecuted. Second, the computer- stantially. This increase is a strong indica- tion of school administrators’ confidence cases. The number of such defendants ized database and case tracking system increased over time, from 50 in 1994–95 to originally envisioned by PCAO did not in the program and reflects significant change in reporting processes. 372 in 1997–98. Between the 1995–96 and materialize, and the collection of data to 1996–97 school years, the number of de- track cases and monitor program out- How does the threat of prosecution af- fendants increased 171 percent (from 68 comes and effectiveness was not fully fect whether parents ensure that their to 184); similarly, a 102-percent increase implemented until fall 1997. Although the children attend school? Evaluators in the number of defendants occurred program has taken steps to address both looked at two measures to determine the between the 1996–97 and 1997–98 school issues, evaluators recommended contin- answer to this question: (1) the number of years (from 184 to 372). Overall, nearly ued improvement in these two areas. advisory letters sent to parents compared 65 percent of the cases represented tru- Conscientious followthrough with all with the number of subsequent referrals ants between ages 13 and 15, and 22 program participants is required for the to CJA; and (2) PCAO prosecution of par- percent involved truants between ages program to be effective in the future. ents. APRI hypothesized that if the pro- 10 and 12. The youngest truants, ages The successful cooperation and collabo- cess has an effect on parental accounta- 6 to 9, represented approximately 11 ration among agencies involved in the bility, the number of referrals should be percent of the cases. less than the number of advisory letters program have contributed significantly Using prosecutorial discretion, PCAO did to the program’s success and represent sent to parents, indicating that action had been taken to address the truancy. Partici- not file charges in all 674 cases. An analy- an unintended consequence of its im- sis of PCAO truancy case processing by plementation. As a result of these activi- pating schools countywide sent a total of 2,870 advisory letters to parents or guardi- school year shows that the majority of ties, community stakeholders have devel- cases were closed with no disposition, oped new links that will serve as the ans of truant youth between 1995 and 1998. During the same period, schools primarily because a parent or guardian basis for future joint activities of benefit could not be located. More than half of to the community. made 1,118 referrals to CJA based on the parents’ or guardians’ failure to address the cases were closed in school years truancy, a number substantially less than 1994–95 and 1995–96. By the 1996–97 Evidence of Effectiveness the number of advisory letters sent. Thus, school year, the number of cases closed APRI focused on answering several key the threat of prosecution prompted 61 per- without PCAO action decreased, and more questions about the program’s effective- cent of parents or guardians to take cor- parents were prosecuted, specifically: ness by collecting data on attendance rective action. When the effect on parental ◆ In school year 1994–95, 27 percent of rates (year-end attendance), number of response is examined by school year, how- cases were prosecuted. truancies and dropouts, referrals to CJA ever, a marked decrease is seen between ◆ In school year 1995–96, 23 percent of and PCAO, services provided to youth the 1995–96 and 1996–97 school years—in cases were prosecuted. and their families, and successful program 1995–96, 86 percent of parents took correc- completion/case disposition. A sample tive action, as compared with only 21 per- ◆ In school year 1996–97, 41 percent of of four participating school districts was cent in 1996–97. This variation over time cases were prosecuted. selected for a more indepth analysis of can be attributed to a number of changes ◆ In school year 1997–98, 41 percent of service delivery outcomes in the 1997–98 that were occurring in the program. cases were prosecuted. school year and attendance/truancy pat- terns over time. The key questions (and The decrease in the number of advisory Of those cases that were not closed by findings) of this evaluation follow. letters sent by schools and in subsequent PCAO, the majority resulted in guilty pleas, program referrals between the 1995–96 and of those that were resolved through a What impact has ACT Now had on and the 1996–97 school years can be linked bench trial, 98 percent were found guilty. school response to truancy and report- to the fact that ACT Now had not yet been The most commonly imposed sanctions ing practices? The number of truancy formalized in 1995–96. Also, the 1995–96 included community service or a $200 referrals has increased steadily (from 46 school year was the first year that schools fine. In ACT Now’s initial phase (during in the 1994–95 school year to 332 in the referred truancies directly to CJA rather the 1994 to 1996 school years), almost 1997–98 school year) as has the number than PCAO. CJA offered very little outreach half of those prosecuted (42.9 percent) of schools making referrals to ACT Now. to the schools during this time to explain were sentenced to perform community Data indicate that since the program’s their role or to build confidence among service and slightly more than one-third pilot phase in 1995–96, program aware- school administrators in the procedures. (35.7 percent) were fined. ness has increased and truancy reporting Both factors may account for the decrease has improved. In the years prior to full in parental response in the 1996–97 school By the 1996–97 school year, the range of program implementation (1994–95 and sanctions had expanded to include higher

5 fines—between $300 and $500—suggesting referred. Services were recommended whether the number of truancies had a stronger attempt by the juvenile court only for those youth whose parents re- changed.12 and PCAO to hold parents accountable. sponded either to the first or second CJA Each school district showed a decrease In fact, during this period the number of advisory letter (57 percent). in the number of truancies between the parents/guardians who took corrective 1996–97 and 1997–98 school years, rang- action to address the truancy before being Of the parents who did not respond to the ing from a decrease of 64 percent in the referred for prosecution increased sub- letters, more than one-third were referred largest school district to 4 percent in the stantially. Fewer community service sanc- for parental prosecution. For others of smallest. The truancy rate for the largest tions and more sentences of unsupervised these parents (roughly 10 percent), the district in the sample originally had been probation and payment of fines were im- case was closed and no recommendations among the highest in the State, and thus posed. One explanation for the change in were made because the parents or youth the observed decrease is dramatic. types of sanctions imposed is that the could not be located or had moved, the youth was in an out-of-home placement, community service option did not work Another measure of the program’s effec- the youth was being home schooled, or as originally planned. Under the initial tiveness was the examination of recidi- the school withdrew the referral. Of the program plans, schools were to develop vism. Because truancy data on individuals youth who were referred to services, community service projects at the school were unavailable, APRI used the number 79 percent successfully completed the for parents to complete as part of their of dropouts as a proxy variable for sub- program and the charges were dismissed. sentence. Schools were reluctant and, as sequent, chronic truant behavior (i.e., As shown in the table below, parental a result, few developed such projects. recidivism). If ACT Now is effective in response to the first letter from CJA is a Anecdotal information gathered during addressing chronic truancy, there should strong predictor of successful program site visits and through telephone inter- be a decrease in the number of dropouts completion. views indicates that because the com- relative to the number of truancies being munity service concept did not work as Preliminary evidence suggests that the reported. Such a finding would provide planned, it was phased out as a sentenc- provision of services has a lasting effect initial support for the hypothesis that ing option. on subsequent truancy and parental su- ACT Now is effective in breaking the cycle of truancy before it leads to dropping out Are truant youth and their parents or pervision. In the 1997–98 school year, only of school. With the exception of the two guardians receiving adequate services to 33 of the 394 youth (8 percent) referred smaller school districts, both of which address the root causes of the truancy? from the four school districts in the sam- experienced a slight increase in the num- CJA conducts an intake assessment before ple were recidivists, suggesting that ACT ber of dropouts, the cumulative number making any service referrals. Services are Now and related services have an effect 11 Ideally, tracking youth of truancies and dropouts decreased from tailored to the specific needs of truant on truancy. individual-level data to assess prior per- the 1996–97 to the 1997–98 school year. In youth and their families to address the formance in the program would provide addition, the largest decrease in dropouts root causes of truancy in addition to other a further indication of the strength of the correlated with the largest decrease in tru- factors related to family social and physi- relationship between successful program ancy rates. cal health. Services range from assess- completion and recidivism. However, the ments to evaluations to counseling to liv- data available for this evaluation were Although these figures suggest that ACT ing assistance. In the 1995–96 school year, insufficient for such indepth analysis. Now is effective in reducing chronic tru- CJA staff made only 197 service referrals, ancy and school dropouts, no further but by the following school year, the num- How has the number of truancies and concrete conclusions can be drawn from ber of referrals had increased to 593.10 dropouts changed during the program? these data because the number of truan- The majority of referrals were for counsel- Two variables were used to assess cies reported does not equal the number ing, intensive case management services, changes in truancy and dropout rates: of youth who have been truant. Truancy and participation in the ACT Well class, school reports of the number of truancies data on individuals are necessary to de- a 6-hour program designed to provide and the cumulative number of dropouts. termine whether the proportion of drop- information to youth and parents and Data were collected from PCAO and the outs to truants has changed over time. help them build skills to prevent truancy. four sample school districts for the 1996– Moreover, without individual truancy and The increase in referrals continued in the 97 and 1997–98 school years to determine dropout data, it is impossible to make 1997–98 school year; the majority of the 714 referrals made were for intake assess- ment followed by other services, such as Relationship Between Parents’ Response to Letters and Completion of counseling, case management, and con- Program (1997–98 School Year) flict resolution. Program Successfully Program Not To further assess service delivery, addi- Completed Completed Total tional individual-level data were collected Response to for the four school districts in the evalua- Letter Number Percent Number Percent Number Percent tion sample. In the 1997–98 school year, First 119 86.2 19 13.8 138 100 the first year individual-level data were Second 34 73.9 12 26.1 46 100 available, 394 youth from the four school Total 153 83.2 31 16.8 184 100 districts included in the evaluation were referred to CJA. CJA recommended serv- Note: Chi-square=3.737; p=0.05. ices for more than half of all the youth

6 concrete statements about the relation- developing the structure of their truancy with and provide services to truant youth ship between truancy and dropping out reduction effort, OJJDP and its partnering and their families. OJJDP’s Comprehensive of school. agencies relied on lessons learned from Strategy for Serious, Violent, and Chronic and key principles of other truancy and Juvenile Offenders highlights the critical Overall Assessment risk prevention initiatives that have need for this collaboration: “Comprehen- shown promising results. sive, communitywide prevention requires ACT Now has developed into an institu- collaboration and resource sharing. In tionalized response to truancy in Pima A comprehensive, collaborative model most communities, barriers must be bro- County. The schools, law enforcement, that targets the reduction of risk factors ken down and collaborative bridges built PCAO, service providers, and the local associated with incidence of truancy was among and within agencies, organizations, media see the program as an integral suggested by the Youth Out of the Edu- and groups with responsibility for ad- part of the community’s efforts to address cation Mainstream (YOEM) Initiative14 dressing juvenile delinquency” (Howell, truancy and associated problems that put and is further supported in the literature 1995:26). For example, schools need to youth at high risk of serious delinquent (Catalano et al., 1998; Dryfoos, 1990; Mor- interact more effectively with community behavior. ley and Rossman, 1997; Schorr, 1997). The organizations (businesses, senior organi- models that show the most promise, not Overall, ACT Now has become a new zations, local government, social services only of reducing truancy, but also of af- source of leverage for schools to respond organizations, health agencies, and civic fecting its risk factors, include several to truancy and has allowed for a more con- organizations) to achieve their education- key components: sistent response when schools make refer- al goals. Such collaboration needs to ex- rals to CJA. Critical to this process was the ◆ Parental involvement. ist within the school system as well— among teachers, administrators, teaching establishment of a minimum number of ◆ Meaningful sanctions or consequences assistants, special education teachers, absences before a referral was made and for truancy. a recognition of local schools’ decision- parents, and students (Howell, 1995). making authority in determining when a ◆ Meaningful incentives for school referral is appropriate. In addition, the attendance. TRDP Demonstration Sites relationships built among the schools, law ◆ Ongoing school-based truancy reduc- In 1998, OJJDP solicited applications from enforcement, the juvenile court, and PCAO tion programs. communities that were engaged in inte- are an important program outcome. ◆ Involvement of community resources grated, communitywide plans to reduce The outcome evaluation supports APRI’s (e.g., law enforcement). truancy. Applicants were required to outline a comprehensive program that finding that ACT Now has resulted in a co- Based on her extensive work with suc- included four major components: ordinated response to truancy that is em- cessful prevention models targeting at-risk braced by the schools, law enforcement, youth and families across the country, ◆ A continuum of services to support the prosecutor, and the courts. This re- Schorr (1997) concludes such programs truant youth and their families. sponse is evidenced by the number of tru- must: ancy sweeps, CJA referrals, services pro- ◆ System reform and accountability. vided to youth and their parents, parental ◆ Be comprehensive, flexible, responsive, ◆ Data collection (from schools, agen- prosecutions, guilty pleas, and the in- and persevering. cies, courts) and evaluation. creasing monetary sanctions imposed. ◆ View children in the context of their ◆ A community education and awareness ACT Now also appears to have an effect families. program that addresses the need to on parental accountability and school ◆ prevent truancy and intervene with attendance. Deal with families as parts of neighbor- hoods and communities. truant youth. This evidence, however, must be inter- ◆ Have a long-term, preventive orienta- In 1999, OJJDP awarded funds to eight preted carefully, as it is based primarily tion and a clear mission and continue sites, a mixture of Weed and Seed and on aggregate data. Individual data on to evolve over time. non-Weed and Seed sites (one, Georgia, truants, parents, and recidivism would declined to apply for continuation after ◆ Be well managed by competent and provide stronger evidence. In addition, the first year). The seven remaining sites committed individuals with clearly information from parents regarding their are diverse in geography, ethnicity, socio- identifiable skills. perceptions of the ACT Now program and economic status, and community-based its impact on their supervision of school ◆ Have staff who are trained and sup- leadership. Common to the truant popula- attendance would further enhance the ported to provide high-quality, re- tion at all sites is the high representation current evaluation’s findings. sponsive services. of minority students and families and of ◆ Operate in settings that encourage students and families living in poverty. Truancy Reduction practitioners to build strong relation- Sites received either $50,000 or $100,000 Demonstration ships based on mutual trust and per year for 3 years. The disparity in respect. Program funding was due to the assumption that One of the most important elements of the Weed and Seed sites (funded at In 1998, OJJDP, the Executive Office for any effective prevention effort is the exis- $50,000) would need less money for start- Weed and Seed, and the U.S. Department tence of a collaborative partnership of up and planning because the program of Education’s Safe and Drug-Free Schools public agencies, community organizations, would exist within the local Weed and Program initiated a demonstration grant and concerned individuals that interact Seed effort. While the demonstration program for truancy reduction.13 In

7 was added to address prevention and Suffolk County Probation Department Colorado Foundation for early intervention at two elementary (Weed and Seed site), Yaphank, NY. Families and Children schools, where an onsite case manager Suffolk County’s South Country Truancy monitors attendance and provides early Reduction Program, which builds on com- The Colorado Foundation for Families outreach. munity policing efforts, targets elementary and Children (CFFC) is a private, non- and middle school students who have ille- Clarke County School District (Weed and profit organization that promotes the gal absences. A probation officer monitors health, education, and well-being Seed site), Athens, GA. Clarke County’s attendance in collaboration with school of children and families through re- Reducing Truancy in Middle Grades pro- personnel, facilitates access to school and search, program development, and gram employed a case manager who community-based services needed by the evaluation of promising community- worked directly with students at two mid- student and family to establish regular based activities. CFFC accomplishes dle schools to identify youth with five or school attendance, and observes attend- this by assisting in the formation of more unexcused absences. The case man- ance and other school-based indicators to partnerships between governmental ager made home visits, called parents, ensure that the student’s attendance and and private entities to support the and facilitated parent-teacher conferences engagement at school are improving. A community implementation of effec- to assess the causes of truancy. The case tive practices. In addition to evaluat- similar model is in existence at the local manager provided referrals to community- ing TRDP, CFFC oversees the evalu- high school. based resources and some direct services ation of several truancy projects in Colorado. For more information, to families. In addition, students and fami- Mayor’s Anti-Gang Office (Weed and visit CFFC’s Web site at www. lies who did not respond to the program’s Seed site), Houston, TX. The Mayor’s coloradofoundation.org. For informa- case management approach were sum- Anti-Gang Office placed an experienced tion about CFFC’s evaluation of moned to appear before an attendance case manager in one high school to identi- TRDP, visit www.coloradofoundation. panel. This site declined to apply for con- fy students with chronic truancy patterns. org/nationaltruancyproject. tinuation after the first year and is no Through home visits and school-based longer participating in TRDP. supports, students and their families are provided with services, support, and re- of Hawaii, Honolulu, HI. The sources to address truancy. The program sites/programs listed below were being University of Hawaii is building on a previ- also works with community police offi- chosen, OJJDP selected the Colorado ous program to prevent truancy in the cers, who provide a “knock and talk” Foundation for Families and Children Wai’anae area. Attendance officers in two service for youth and their families when (CFFC) as the national evaluator of this elementary schools work to provide early truancy continues to be an issue. The project. outreach to young students and their officers assess family functioning and families when absences become chronic. Department of Health and Human deliver information about the law and Community resources are used to address Services/Weed and Seed Office, Contra truancy outcomes; they also issue the the issues that may prevent youth from Costa County, CA. Contra Costa County official summons to court for a truancy attending school regularly. In addition, the is building on its Weed and Seed efforts petition. schools work with the Honolulu police to implement a program targeting ninth department to provide Saturday truancy King County Superior Court, Seattle, grade students with a history of chronic workshops for youth with chronic truancy WA. After a truancy petition is filed, truancy and their families. An onsite pro- problems and their families. families have the option of attending bation officer will deliver the intervention by assessing families and youth and refer- ring them to appropriate resources within the school and community. State Attorney’s Office, Jacksonville, FL. The State Attorney’s Office provides a precourt diversion program for truant youth and their families. The school dis- trict refers families to the program when chronic truancy has not been solved by school-based intervention. Following the referral, a hearing is conducted with the parent, youth, school attendance social worker, and volunteer hearing officer. A contract is negotiated that includes plans for reducing truancy and accessing serv- ices and community supports. A case manager makes home visits and monitors the family’s compliance with the plan. In the fall of 2000, a school-based component

8 an evening workshop, participating in a collected. Indicators for success evaluated moving from home to home, school to community truancy board hearing, or pro- across all sites include school attendance, school), high rates of school discipline, ceeding to court on the charges. The work- school discipline, and academic achieve- and overrepresentation of special educa- shop includes education about truancy ment. Each site has been empowered to tion eligibility. law and outcomes and facilitates planning further tailor its individual evaluation to Of the data elements requested, only at- between the parent and youth for address- track additional outcomes that may be of tendance rates, eligibility for free and ing the cause of truancy. Community tru- local interest. For example, some sites are reduced-price lunches, and special educa- ancy boards composed of local community questioning participating students and tion rates were reported reliably. These members hear the case, develop a plan families about their awareness of existing data are provided in figure 1. Because for use with the youth and family, and public outreach efforts to determine the school districts and States vary in the monitor compliance with the stipulated efforts’ efficacy in reaching the target way such data are collected and counted, agreement. In the fall of 2000, a school- audience. based component was added to address the consistency in measures across sites prevention and early intervention. A survey was administered early in pro- is not yet clear. gram implementation to assess the type As an early activity in the evaluation, sites Safe Streets Campaign (Weed and Seed of information and level of detail that were asked to complete a logic model for site), Tacoma, WA. The Tacoma truancy would be available from individual sites. their programs, identifying the targeted project is based in one middle school This survey directly informed the empir- strengths and needs of the students, fami- where an onsite coordinator monitors ical data collection strategy planned. lies, schools, and community. Sites used attendance and connects youth and their Individual-level, schoolwide, and commu- the model to frame the flow of needs as- families with community resources to nitywide data on the following elements sessment, program strategies, measurable address the underlying causes of truancy. were requested: milestones, and ultimate results. “Youth to This program works in tandem with law ◆ enforcement officials and a truancy center, Individual-level: Demographics of the be in school and succeeding” was unani- to which truant youth are delivered and targeted students and their families mously identified as the expected result then assessed after pickup by community and targeted students’ school atten- of the sites’ truancy programs. Each site police officers. dance, academic achievement, disci- used the same logic model template to pline incidents, and so forth. frame its assessment and plan. Because each site serves a different community The National Evaluation ◆ Schoolwide: Special education rates, data regarding free and reduced-price and different target population, the The goal of the evaluation of TRDP is to lunches, school completion/promotion strengths, needs, strategies, and mile- describe the process by which inter- rates, attendance rates, discipline sta- stones may differ from site to site. Figure agency community-based coalitions de- tistics (e.g., suspension, expulsion, of- 2 summarizes the commonalities found velop, implement, and sustain effective fice referrals), academic achievement across sites (see page 11). truancy reduction efforts. Sites work with information, and dropout rates. the national evaluator to accomplish the The Community-Based ◆ Communitywide: Truancy petitions goals of the evaluation. By design, these Collaboratives efforts are intended to build on the com- filed and cases heard (including break- munity’s strengths: its service organiza- down by age, ethnicity, gender, and The evaluation of community-based col- tions, social support agencies, businesses, grade level of truant youth), daytime laborative groups depends on multiple parents, youth, and religious organizations. crime data (including arrests, gang methods to gather information: a survey In addition, programs should enhance the activity, and commitments of youth to entitled Working Together: A Profile of Col- awareness of the community, policymak- secure detention facilities), probation laboration (Omni Institute, 1992), one-on- ers, and stakeholders that truancy pre- and diversion data, comparable data one telephone interviews, onsite group vention and reduction are necessary com- from a control group (i.e., another interviews, and site-based observations. ponents of systemic support to keep school), and other data involving is- The information collected during the first youth in school and out of the juvenile sues such as substance abuse, child year is considered a baseline and will help justice system. welfare, and mental health. evaluators understand the context in which each program exists. The evaluation has two main compon- All sites may not have all of the data ents: determining whether the programs available; however, most key correlates Working Together measures the percep- reduce truancy and describing the role and indicators are available to inform tions of group members in five key areas: and processes of the community-based the evaluation. context, structure, membership, process, collaboratives driving the local programs. and results. Survey results are intended The collaboratives’ processes also are Program Context to be used as a springboard for action planning. Evaluators administer the in- being evaluated to help other sites in To date, contextual data describing the strument annually and inform each site of their implementation plans. schools and communities in which the the results on a yearly basis. During the programs are situated indicate that pri- The design for program evaluation is first year that Working Together was mary correlates with truancy and school multimodal. As sites implement their pro- administered, evaluators received 82 disengagement include poverty, low aca- grams and begin to serve students and completed surveys (about 11 surveys demic achievement, high mobility (e.g., families, numeric and descriptive data are

9 Telephone interviews, which will be held Figure 1: School-Based Context of TRDP annually, were conducted with partici- pants from six sites in the first year.15 A total of 24 interviews—approximately School Attendance Rates 4 per site—were completed with represen- tatives from law enforcement, schools, Athens, GA 93.3 courts, and community-based organiza- tions who were active in the community- Honolulu, HI 98.0 based groups. The interviews assessed participants’ awareness of the local causes Houston, TX 88.2 and correlates of truancy, their perceptions of the presence of needed partners in the Jacksonville, FL 86.0 collaborative task force, the state of inter- agency collaboration, and the need for poli- Tacoma, WA 89.2 cy change. Yaphank, NY 93.4 Interviewees all indicated their communi- ties had been working on truancy issues 75 80 85 90 95 100 for at least 2 years. As they reported, the causes of truancy, in general, fell into four Percent broad categories: family factors, school factors, economic influences, and student Free and Reduced-Price Lunch Eligibility variables (see page 2 for a more detailed discussion of these factors). Athens, GA 60.9 Interview respondents were asked to iden- tify who should be the collaborative’s key Honolulu, HI 80.0 members (see figure 4, page 12). The ma- jority identified law enforcement, youth Houston, TX 52.0 services, juvenile justice agencies, schools, social services, and community-based or- Jacksonville, FL 83.0 ganizations as important key members. Al- though very few mentioned parents, youth, Tacoma, WA 78.0 the faith community, businesses, and so- Yaphank, NY 21.9 cial organizations, these individuals and organizations are also key members of tru- 0 102030405060708090 ancy collaboratives. Percent Respondents were then asked if all need- ed partners identified above were at the table. The majority indicated that all nec- Special Education Eligibility essary stakeholders were present (see figure 5, page 12); some realized they were missing important members of the Athens, GA 16.9 community—typically identified were the Honolulu, HI 11.7 faith and business communities. Onsite interviews, which will be held Houston, TX 9.0 annually, suggested that many of the collaboratives were unclear about their Tacoma, WA 22.0 group vision or mission and hence about Yaphank, NY 16.4 their goals and necessary steps to achieve goals. 0 5 10 15 20 25 Site-based observations are still being Percent compiled, as some sites were not oper- ational at the time this Bulletin was writ- Note: Data unavailable for Contra Costa County, CA, and Seattle, WA. Special education data ten. In addition, the operational sites did unavailable for Jacksonville, FL. not always understand the purpose of requests for site visits during which “typi- cal” activities would be observed. Hence, these data are still being collected in from each of the 7 participating sites). completed the surveys. Figure 3 (page 12) some cases. Representatives from law enforcement, shows that, on average, sites rated their courts, schools, mental health agencies, performance and success in each area Specific issues regarding jurisdiction, and community-based organizations fairly high, with some differences. funding, and the sharing of information

10 Figure 2: Logic Model for TRDP Evaluation

Family School Student Community Strengths Communication between Afterschool resources available Knowledge of school Strong agency school and home Information-sharing established environment collaboration Knowledge of home with other agencies Desire to be in school Available resources Knowledge of family needs and succeeding Community center Tutorial services Community attendance panel Clear laws Political support Needs Basic Positive school climate Education and awareness Service agency • Housing Education and awareness • Consequences of truancy coordination • Employment • Risk factors for truancy law • Streamlined assess- • Childcare • Process for truancy referrals • Value of education ment and referral • Transportation • Early intervention/prevention • Available resources • Reduced duplication Education and awareness Services Social/emotional skills of services • Parenting skills • Mentoring • Adjustment to middle Culturally appropriate • Value of education • Tutoring school/high school practices • Community resources • Counseling • Peer and family Involvement of all • Importance of parental • Mediation relationships community partners involvement at school • Alternative programs • Coping strategies • Police • Truancy and attendance • Afterschool programs Behavioral support • Faith community laws Tracking and monitoring Academic support • Business community Addressing cultural attendance Attachment to school Education/awareness/ differences Commitment by administration mobilization • Translation of services • Truancy law • Value of education • Value of education Treatment • Truancy risk factors • Mental health assessment • Process across • Family counseling agencies • Substance abuse intervention Strategies Assessment Technical assistance Assessment Development of mission Resource referral and training Referral statement Counseling Grants to support efforts Peer programs Assessment of Education Cross-agency training Truancy education collaborative Parenting programs Development of districtwide Education about Training conference attendance policy consequences Public awareness Development of Social work interventions campaign afterschool programs Establishment of a task force Community training Milestones Improved access to Awareness of risk factors Improved peer and Mission and work plan services More efficient referrals family relationships identified Improved involvement Community truancy boards Decreased behavior referrals Contract made with in child’s education in place Improved attendance schools Improved employment Conference planned Improved academics Conference held Access to childcare Training disseminated Improved access to services Community awareness and transportation to schools Improved attachment enhanced Understanding of Understanding of to school Public service truancy process truancy system announcements Improved parenting skills Increased program referrals distributed 1,000 families served Improved monitoring of Improved involvement attendance and valuing of youth More available services

11 benefit these and future projects that are Figure 3: Results of Initial (First Year) Administration of seated within a collaborative and multi- Working Together agency setting; sites will be encouraged to use this service in the future.

Context 3.5 Overall Assessment TRDP’s first year has yielded a strong base Structure 3.3 of information to direct the program’s fur- ther development. Almost all of the partici- Membership 3.3 pating sites need much more time, support,

Domain and training than anticipated to facilitate a Process 3.2 successful start, both in program imple- Results 3.0 mentation and development and in mainte- nance of the community-based collabora- 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 tives directing the program. Access to data, particularly across system Average Score lines (e.g., schools, courts, law enforce- ment), continues to require evaluation Note: n=82 responses. A score of 1=negative, 4=positive. staff assistance in a variety of ways. To ensure that the data collected are consis- tent across sites and that they reflect the about youth and families are problematic memorandum of understanding. In addi- context in which the program exists, on- for certain agencies and need to be dealt tion, the collaboratives require continuing going contact is crucial—especially site- with from the start to enhance implemen- education and need to be made aware of based support on at least a semiannual tation of the program and the ongoing the importance of involving the communi- basis. The national evaluators can facili- health of the coalition. As part of the plan- ty at large—particularly parents, youth, tate information sharing and formalized ning process, collaboratives should iden- the faith community, and local businesses. agreements that might not otherwise tify the roles, responsibilities, and under- Parents and youth are required to be in- occur so readily. standings among cooperating agencies volved, and the faith and local business In addition, implementing culturally ap- and formalize agreements by using a communities are key for volunteer, finan- propriate practices and obtaining family cial, and in-kind support through services. involvement continue to be troublesome CFFC (as national evaluator) offers facili- for the sites. OJJDP has encouraged sites tation and action planning services to Figure 4: Partners Identified as to use resources that can assist in devel- collaboratives. Such activities can greatly Necessary to Reduc- oping strategies for improving practices ing Truancy in these areas. Figure 5: Response to Question Early in the project, the evaluation re- vealed commonalities in structure and 14% Regarding the Pres- planning processes among the seven par- 9% ence of Necessary ticipating programs, such as the existence Partners of an extensive startup period and a 7% strong community collaborative. After examining initial outcome data, evalua- 70% tors will make available implications for 18% best practices in the fall of 2001. Evalu- ators are tracking outcome data that 6% focus on five target areas: student demo- graphics, family demographics, a needs assessment, a service plan, and quarterly Law enforcement, youth serv- 76% ices, juvenile justice agen- outcomes. Specific outcomes being meas- cies, schools, social services, ured include improvement in attendance community-based organizations and academics and reductions in office Truancy center, mental health referrals, suspensions, expulsions, and organizations involvement with the juvenile justice State attorney, faith-based All present department. organizations, hospital, parents Missing key members Business community, youth, It is expected that the lessons learned social organizations Do not know from the diverse TRDP programs about establishing and maintaining effective Note: n=18 respondents. Note: n=17 respondents. community-based leadership and

12 4. Retrieved from the Web at www.sc.co. pima.az.us. 5. Seven school districts (not including the Tucson Unified School District) partic- ipate in ACT Now. Of these, the four most populous were selected to participate in the evaluation of ACT Now: Amphitheater, Sunnyside, Marana, and Flowing Wells. All four are located in the Tucson metro- politan area, and their total student en- rollment represents approximately 77 per- cent of the Pima County public school students who are not enrolled in the Tucson Unified School District. 6. Because school attendance is monitored by an attendance clerk at each school, attendance clerks and local school admin- istrators were key figures in program implementation. interventions will guide future work by the increase in school absences is a signif- 7. The affidavit certifying the truant stu- OJJDP and communities to prevent icant challenge. In addition, gaining coop- dent’s attendance record is a critical truancy. eration from diverse key community play- component of the prosecution strategy ers, such as law enforcement, courts, because it obviates the necessity of hav- social services, parents, and community- ing school officials testify at court pro- Conclusion based organizations, can be a challenging ceedings in each case. This plan repre- Chronic truancy has long been identified and time-consuming task. Finally, imple- sented a major inducement to school as a key predictor for negative outcomes menting effective, data-driven methods administrators, who did not relish the in education, employment, and social suc- for tracking both the occurrence of truan- notion that staff time could be taken up cess. The correlates of chronic truancy cy and the impact of programs on key with frequent court appearances. continue to be holistic in nature and in- indicators of success is a struggle for clude family, school, economic, and many programs. 8. Prior to the involvement of CJA, partici- student variables. Several promising pro- pating service providers were asked to grams are now in existence and, with the submit information to PCAO verifying that support of OJJDP, are making significant Endnotes referred parents had successfully com- headway against the truancy problem. 1. The definition of truancy is usually pleted the program and thus complied established by school district policy and with the terms of the diversion agree- Programs such as ACT Now and TRDP may vary across districts. For the pur- ment. Later, CJA monitored compliance build on the strengths and resources poses of this Bulletin, truancy is generally with the terms of the diversion contract. within local communities to target truan- defined as an unexcused absence from cy from a “carrot and stick” perspective. 9. To order this publication, contact school or class (i.e., an absence without Students and families need both the APRI’s Research Unit at 703–549–4253 or the proper approval of appropriate school incentive to attend school (the carrot) visit its Web site, www.ndaa-apri.org/apri/ officials). and meaningful consequences for chronic Research_and_Development/Research_ nonattendance (the stick). Truancy is a 2. Generally, absentee rates are highest and_Development.html. violation of State law as a status offense in public schools in the inner-city where 10. The number of referrals to various for the youth and educational neglect for larger numbers of students are eligible for services does not represent the number the parent; addressing the underlying free or reduced-price lunches (Heaviside of youth referred to such services. Youth issues is necessary for long-term behav- et al., 1998). (Higher truancy rates general- often are referred to multiple services; ior change. Underlying issues that have ly correlate with poverty; higher rates of however, referral data were only available been identified by these projects include free and reduced-price lunches are typi- in aggregate form, making it impossible to family poverty, less education, substance cally used as evidence of poverty.) determine the actual number of youth abuse, cultural variation in the valuing of who received services. public education, and pressures on the 3. This series of long-term studies, which youth to work and provide childcare for have followed thousands of at-risk youth 11. The 1997–98 school year marks the younger siblings. in three cities for more than a decade, is first year in which recidivism data were designed to improve the understanding of tracked. Implementing a successful, sustainable serious delinquency, violence, and drug truancy reduction project has its share use by examining how youth develop 12. Ideally, the evaluation would consider of challenges, as illustrated by ACT Now within the context of family, school, peers, pretest truancy from the 1995–96 school and TRDP. Gaining consensus among and community. For more details about year; however, reliable truancy data for schools to adopt a uniform definition of this program, visit ojjdp.ncjrs.org/ccd. that year were unavailable. truancy and a standardized approach to

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14 This Bulletin was prepared under grant number 1999–MU–MU–0014 from the Office of Juvenile Acknowledgments Justice and Delinquency Prevention, U.S. De- partment of Justice. Myriam L. Baker, Ph.D., is a private consultant specializing in development and evaluation of programs for at-risk youth and a primary consultant to the Colorado Points of view or opinions expressed in this Foundation for Families and Children in its evaluation of the Truancy Reduction document are those of the authors and do not Demonstration Program. Jane Nady Sigmon, Ph.D., is former Director of Research necessarily represent the official position or at American Prosecutors Research Institute (APRI), and M. Elaine Nugent is cur- policies of OJJDP or the U.S. Department of rent Director of Research at APRI. Justice. Photographs pages 2 and 8 copyright © 2001 PhotoDisc, Inc.; photographs pages 4 and 13 copyright © 1997 PhotoDisc, Inc. The Office of Juvenile Justice and Delin- quency Prevention is a component of the Of- fice of Justice Programs, which also includes the Bureau of Justice Assistance, the Bureau Share With Your Colleagues of Justice Statistics, the National Institute of Unless otherwise noted, OJJDP publications are not copyright protected. We Justice, and the Office for Victims of Crime. encourage you to reproduce this document, share it with your colleagues, and reprint it in your newsletter or journal. However, if you reprint, please cite OJJDP and the authors of this Bulletin. We are also interested in your feedback, such as how you received a copy, how you intend to use the information, and how OJJDP materials meet your individual or agency needs. Please direct your comments and questions to: Juvenile Justice Clearinghouse Publication Reprint/Feedback P.O. Box 6000 Rockville, MD 20849–6000 800–638–8736 301–519–5600 (fax) E-mail: [email protected]

15 U.S. Department of Justice PRESORTED STANDARD Office of Justice Programs POSTAGE & FEES PAID DOJ/OJJDP Office of Juvenile Justice and Delinquency Prevention PERMIT NO. G–91

Washington, DC 20531 Official Business Penalty for Private Use $300

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