Effective Policies and Procedures Can Affect Truancy Rate

Policies and procedures perceived by school leaders to reduce truancy in a public charter school

Chapter 1

Introduction

Student truancy is a growing problem in the United States. Over the last twenty years the 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 are use of only punitive truancy programs, 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 take on 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 a low truancy among minority students, which is a notable and distinctive quality, making it an anomaly in the surrounding area (Great Schools!, 2017). First established in 2005, Charter Secondary School of Miami Shore is a public charter school built on the Barry University Campus, sitting on 5 acres of property (Great Schools!, 2017). It is in Miami Shore, an area of Florida. The current enrollment number stands at 599 and the campus type is suburban (Great Schools!, 2017). The school mascot are the Hawks. Rate A as a college preparatory school, the school holds a municipal charter via Village of Miami Shores that 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 (Charter Secondary School of Miami Shores, 2007). The nine portable structures that comprised the school served as an alternative for Miami Shore students that would otherwise attend Horace Mann Middle School (Charter Secondary School of Miami Shores, 2007). However, after 8 years, the school secured more funding and in 2005, renamed the school. The school gained a permanent structure thanks to the donations given by the citizens of Miami Shores and additional funds from the North Dade Medical Foundation.

DCS 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. DCS 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 such things as materials and trips (Charter Secondary School of Miami Shores, 2007).

The school has 31 full-time teachers for a student population of 598 students that reflect a ratio of less than 20 students per teacher (19:1) (USNEWS, 2017). The percentage of economically disadvantaged students lies at 33% with minority enrollment of 83%. Although class attendance is high and the percentage of students who tested for AP exams at 81%, the percentage of students who pass the AP exams is 47%, or less than half. English and Mathematic proficiency levels lie at 70% and 68% respectively, which is above 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, students who attend Doctors perform better than students at other schools in the same district (USNEWS, 2017). The district average for English proficiency is 50% and Mathematics proficiency at 37%. The district average for college readiness is at 44.7. This data represents assessments conducted at 113 schools for 113, 242 students (USNEWS, 2017). With a graduation rate of 98%, Charter Secondary School of Miami Shores provides 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 cause problems for students wishing to learn. Schools in Miami often have large classrooms, making it difficult for students to focus in class and receive attention necessary for understanding the curriculum (Losen, 2015). If for example, a student has questions or needs examples for a specific assignment in class, the teacher may not have the time or patience to deal with that student when he or she must deal with 29 other students all needing the same level of attention.

Many schools across the country have strict policies regarding disruptive student behavior that could land a student under suspension or even, expulsion. Several factors could 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. They may endure problematic and abusive parents and have to deal with lack of resources. These students need a chance every now and then to learn from their mistakes and receive the help and resources that could make a positive difference in their lives. Instead, they are suspended or expelled and not given a chance to improve. High rates of suspension can lend to a higher rate of truancy. 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 students often may not have problems academically, but instead socially. They may not feel comfortable engaging with other students due to fear of judgement or inability to properly socialize. Providing students with the tools to both engage socially and academically can allow for a higher percentage of academic-based positive outcomes. Student interest may also play a key role in truancy (Dronkers, Veerman, & Pong, 2017). This is because suspensions and expulsions may impact student interest in a negative way. When students receive suspensions, they have no access to the schoolwork. When the suspension ends, depending on how long the time out of school was, they may have increased difficulty catching up with the class (Reid, 2014).

If there is no option to complete school work, and they cannot go to school or contact the teacher for assignments, it may put these kinds of students at an automatic disadvantage (Reid, 2014). This is especially the case if they have a hard time academically already. To fall behind in schoolwork when the student has experienced low grades could setback a student and could end up in having failures in classes (Reid, 2014). By exploring incentive theory of motivation and research showing the connection between expulsion/suspension, interest, and truancy, the hope is to offer clarity in why truancy rates are high and what can be done to counteract it. These problems: negative school environment, student behavior, family economic status, mental health problem (Dronkers, Veerman, & Pong, 2017) (Dembo, Wareham, Schmeidler, Briones-Robinson, & Winters, 2014) must be addressed for truancy programs to be effective.

The scope of the problems associated with truancy is large. For the purpose of this study, the specific focus will be 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 about how to approach the study. Therefore, it is important to state the scope of problem to define the focus and improve the quality of the study.

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 a suspension or because they willingly choose to be absent, the problem has become worthy of research and possible intervention. The problem addressed by the study is: Educational leaders may have implemented policies and procedures in public charter schools, but documentation about which are most effective and why they are is largely absent

Current policies have enabled higher truancy rates due to the zero-tolerance aspect that enables 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, VanDerhei, Bechtold, & Cauffman, 2014, p. 1110). When students are suspended, or expelled for their behavior, they may have a tougher time catching up in school and succeeding in their academic endeavors. This can lead to other problems down the line as students mature and become adults.

Research suggests the experience of suspension or expulsion could lead to illegal behavior that is associated with a criminal record. 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, VanDerhei, Bechtold, & Cauffman, 2014, p. 1110). When schools expel and suspend students, school leaders add to the truancy rates of the school. Negative behaviors associated with truancy may increase. The zero tolerance policies of schools have become the main cause for concern in these growing cases of suspension and expulsion because they are considered punitive measures (Schargel, 2014). Therefore, policies need to be changed to address this problem. To do so, one must examine schools like Charter Secondary School to determine what steps to take to make a positive change. Although truancy does not directly lead to crime, it often has a high correlation (Schargel, 2014).

Purpose of the Study

Effective school policies that improve attendance may contain processes and options that provide such support and variability. Without understanding such aspects, little help could be generated and implemented to help students in need and help them avoid high truancy rates. The purpose of the study is to understand school leaders perspectives about how policies and procedures reduce truancy and improve student attendance. By interviewing key staff in 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 in other schools can do to improve truancy.

Attendance plays a large part in facing suspension and performing well academically (Schargel, 2014). Research about 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 such aspects, little help could be generated and implemented to help students in need and help them avoid high truancy rates.

This area of research will be explored in the interview section and results. Charter Secondary School has better attendance and better academic performance compared to all the other schools in the district (on average). Furthermore, most of the students are minority or non-white. This school is a perfect starting point for investigation into effective school policies. Examination of other successful schools should provide a measure of effectiveness needed to understand better what strategies can improve attendance. It can also show how other schools handle things like minority majority and location of school like an urban, rural, or suburban setting.

Research Questions

1. Why does DCS have a low truancy rate?

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

Qualitative Studies and Interviews

The study is a qualitative one that focuses on the use of interviews to collect qualitative data. The interview has today become one of the most widespread knowledge-producing practices across the human and social sciences in general and in critical psychology more specifically (Brinkmann, 2014, p. 1008). Interviews can range from formal interviews or informal interviews. They can be done face-to-face, over the phone, or over the internet. Formal interviews have a structure to them where the researcher asks a question and the participant answers. However, in informal interviews, there can be discussion and does not have to stick to the questions asked (Brinkmann, 2014). Most qualitative interviews have some structure to them and are labeled, semi-structured. Most qualitative interviews, however, are semi-structured. In a semi-structured interview, the researcher provides some structure based on her research interests and interview guide but works flexibly with the guide and allows room for the respondents more spontaneous descriptions and narratives (Brinkmann, 2014, p. 1008).

There is a need to understand from the staff or school leaders perspectives that work at Charter Secondary School what improvements have been made and what kind of school environment such policies promote, this can give a good picture of what is being done to achieve positive outcomes for the student population attending. Similar studies using interviews have gathered a significant amount of insightful information that allows for the ability to answer important questions (De Witte & Csillag, 2012)

Using fixed effects regressions and controlling for truancy peer group effects, we observe that truancy (measured as both a discrete dummy variable and a continuous count measure) positively correlates to early school leaving. A truant has a 3.4 percentage points higher risk of leaving school without a qualification (De Witte & Csillag, 2012, p. 549).

The policies surrounding truancy programs and how academic staff react allow for themes discovered through the interview process to then be compared to themes found in the literature review to see if there is a universal theme or concept being applied that leads to successful academic performance by students and good attendance records. It is important to allow students and staffers to give their opinions as well as enable discussion of what caused the positive or negative opinion. This will allow for easier analysis of responses.

Conceptual framework:

Organizational structures, leaders vision, Family Systems theory, and Motivation theory

The idea that truancy is a complex problem allows for focus on the various narratives incorporated in attempts at understanding and resolving the problem. So many different avenues point to potential solutions, however, experience denotes negative or positive outcomes. Therefore, the leaders vision of the selected school and of successful truancy programs, will allow for a scope of what may be valuable towards reduction of student truancy rates. Within the conceptual framework lies the theoretical framework, incentive and motivation and family systems theory.

An important theory that will be explored in this study is the incentive theory of motivation. people are pulled towards behaviors that offer positive incentives and pushed away from behaviors associated with negative incentives. The incentive theory suggests that people are motivated to do things because of external rewards (Rehman & Haider, 2013, p. 141). If students are incentivized to attend class by receiving a reward, this may be a crucial part missing in schools with high truancy rates and may explain the downward spiral of some students when they are punished severely for being absent.

Family systems theory is a systems-level theory that allows exploration of a persons life through the context of the family and understanding the individuals family as an emotional unit contributing to the emotional wellbeing of the person (Breda, 2014). A theory introduced by Dr. Murray Bowen, the theory posts families exist as interdependent and interconnected individuals that cannot be understood in isolation from the system (Breda, 2014). In the case of truancy, if a student is performing poorly in school and becomes absent, this could be due to family responsibilities at home such as gaining a job to provide for the family or taking care of an ill parent. Family systems theory allows for identification of potential connections within the family that could be causing stress for the student leading to truant behavior.

Assumptions

The main assumption that guides this study is that effective truancy policies and procedures are the cornerstone for reduction in truancy rates. Other assumptions include the notion that higher rates of truancy lead to poorer academic performance. When students fail to attend class voluntarily, they put themselves at greater risk of performing poorly in school. This can happen due to their inability to keep up in school and lack of motivation to complete assignments (Rollnick, 2016). They may be unwilling to attend school due to mental health problems, an unstable home life, or physical health conditions. Another assumption is that students living in poverty and minority students may have a more difficult time with school due to a turbulent home life and dealing with institutionalized racism. Although this is not a topic that will be covered in-depth in this paper, it is important to recognize the difficulties that come from lack of resources and potentially being a minority, and see how that could affect truancy rates. This could lend to creation and implementation of even more effective school policies that can ultimately reduce truancy rates and maintain them low in the future.

Limitations

The study will be limited to one public charter school to understand how the school maintains a lower truancy rate. Another limitation is the number of people to interview for the study. Because the interview is qualitative and in-person, not many people can and will be available to answer questions. The study is also limited to the schools within the United States. The literature review will only examine how American schools handle truancy and polices that either decrease or increase truancy rates. The final limitation is parents. Although parental opinion may be helpful, it would be better to leave the interviews to students and staffers with parents giving permission to the student to speak. No other limitations are noted.

Scope of the Study

The study is qualitative, and will use interviews with school staff to collect data. Interview transcripts will be analyzed to identify underlying themes from respondents of the Charter Secondary School. By asking questions the hope is to understand what effective policies are in place that allows for better attendance rates than other schools in the district. Interestingly, the school also fares better regarding academic scores and has a high graduation rate. If location plays a part (it is in a suburban area), this should be explored via the interview questions to gain a better understanding of all aspects of effective policy within the school.

The literature review provides a foundation, the interviews provide the data. Aside from the qualitative interviews, the literature review will serve as a comparative guide to not only base some of the questions, but also compare the data garnered from the interviews. If other successful schools have similar policies in place, this could serve as a potential standard that can applied nationally to help decrease truancy in all schools throughout the country. The literature review will also serve to provide examples of poliies in school with high truancy rates to see what should not be done. The results will also be discussed within the context of potential modification that can be made to help improve attendance rates and academic success of students even further.

Ultimately, it is important to acknowledge what Charter Secondary School has to offer and see whether that can serve as a gauge for other schools in the district, any maybe, in the country. Although the qualitative study is small, only including six students and four staff members from the school, it may provide the kind of insight that cannot be gathered elsewhere. Use of databases available to highlight nationwide truancy rates may also be used, again as a comparative tool.

Significance

The study can be an important step in learning what is workable for schools aimed at reducing truancy among students and what is not. Furthermore, findings may lead to this school and others standardizing effective programs and policies. Public schools across the United States need to know that they can have the knowledge to improve their student populations academic progress and attendance. First, however, they need to see the information that proves certain policy implementations work and are worth the time, money, and effort. Like evidence-based practice in nursing, staff need to see evidence of policies that have already been enabled and implemented that have led to the success of students and the improved rates of attendance.

While it helps seeing the statistics of a successful school like Charter Secondary School, it is even more significant if schools see the steps it took to reach that level of success. Then that collected information can be compared to other schools as to identify what core principles and actions have been used to achieve such a positive result. Growth and positive outcomes can only come from tested and approved practices. The conceptual framework will work as a guide to see and understand if assumptions and hypotheses can be proven or disproven via comparison and analysis.

Researchers need to continue their pursuit of information and analysis to offer potential guidelines and directions for schools that need it. The growing problem of truancy in the United States requires a thoughtful and considerate assessment of ongoing issues. These issues will continue to remain prevalent unless action is taken. Action cannot be taken unless there is sound research and evidence behind it.

Lastly, studies like the one here offers an anchor point to investigate other aspects of school life, school environment, and student behavioral problems. If students have problems due to struggles with sexuality, gender identity, or even political affiliation, this could also be investigated in future studies. The results could then be used to spearhead changes in policies soon, leading to continue progression towards a safe and positive school environment.

Definition of Terms

The terms utilized in this study are detailed below.

Truancy When a student stays away from school without a sufficient reason; can be also labeled as absenteeism. Days suspended may be included in truancy rates.

Charter School (in the United States) a publicly funded independent school established by community groups, parents, or teachers under the terms of a charter with national/local authority.

Expulsion Meaning permanent withdrawing/exclusion, when a student is banned or removed from a school system/university due to consistent violations of an institution's rules. However, it can also be for a single offense of fitting harshness in extreme cases.

Suspension Regarding schools, suspension (a.k.a. temporary exclusion) is an obligatory leave given to a student as a method of penalty that can last anywhere from a single day to as long as several weeks, where a student cannot attend school or step foot inside the school (Kaufman & Kaufman, 2013).

Conclusion

In conclusion, truancy rates are a growing problem in United States schools. Charter Secondary School is one school that aims to reduce truancy rates and have done so according to recent statistics. By exploring Charter Secondary Schools school policies and other school policies that increase or decrease truancy rates in Florida the study hopes to understand what may cause truancy in schools and what reduces it. If better and improved handling of student issues is the solution to truancy, it needs to be explored. The next section is a literature review. The literature review will focus on important policies already in place in other schools and how these policies could be similar or different to Charter Secondary School along with the negative effects of high truancy rates and the cause of these rates in schools.

The next section allows one to…

Effective Policies and Procedures Can Affect Truancy Rate

Policies and procedures perceived by school leaders to reduce truancy in a public charter school

Chapter 1

Introduction

Student truancy is a growing problem in the United States. Over the last twenty years the 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 are use of only punitive truancy programs, 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 take on 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 a low truancy among minority students, which is a notable and distinctive quality, making it an anomaly in the surrounding area (Great Schools!, 2017). First established in 2005, Charter Seondary School of Miami Shore is a public charter school built on the Barry University Campus, sitting on 5 acres of property (Great Schools!, 2017). It is in Miami Shore, an area of Florida. The current enrollment number stands at 599 and the campus type is suburban (Great Schools!, 2017). The school mascot are the Hawks. Rate A as a college preparatory school, the school holds a municipal charter via Village of Miami Shores that 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 (Charter Secondary School of Miami Shores, 2007). The nine portable structures that comprised the school served as an alternative for Miami Shore students that would otherwise attend Horace Mann Middle School (Charter Secondary School of Miami Shores, 2007). However, after 8 years, the school secured more funding and in 2005, renamed the school. The school gained a permanent structure thanks to the donations given by the citizens of Miami Shores and additional funds from the North Dade Medical Foundation.

DCS 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. DCS 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 such things as materials and trips (Charter Secondary School of Miami Shores, 2007).

The school has 31 full-time teachers for a student population of 598 students that reflect a ratio of less than 20 students per teacher (19:1) (USNEWS, 2017). The percentage of economically disadvantaged students lies at 33% with minority enrollment of 83%. Although class attendance is high and the percentage of students who tested for AP exams at 81%, the percentage of students who pass the AP exams is 47%, or less than half. English and Mathematic proficiency levels lie at 70% and 68% respectively, which is above 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, students who attend Doctors perform better than students at other schools in the same district (USNEWS, 2017). The district average for English proficiency is 50% and Mathematics proficiency at 37%. The district average for college readiness is at 44.7. This data represents assessments conducted at 113 schools for 113, 242 students (USNEWS, 2017). With a graduation rate of 98%, Charter Secondary School of Miami Shores provides 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 cause problems for students wishing to learn. Schools in Miami often have large classrooms, making it difficult for students to focus in class and receive attention necessary for understanding the curriculum (Losen, 2015). If for example, a student has questions or needs examples for a specific assignment in class, the teacher may not have the time or patience to deal with that student when he or she must deal with 29 other students all needing the same level of attention.

Many schools across the country have strict policies regarding disruptive student behavior that could land a student under suspension or even, expulsion. Several factors could 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. They may endure problematic and abusive parents and have to deal with lack of resources. These students need a chance every now and then to learn from their mistakes and receive the help and resources that could make a positive difference in their lives. Instead, they are suspended or expelled and not given a chance to improve. High rates of suspension can lend to a higher rate of truancy. 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 students often may not have problems academically, but instead socially. They may not feel comfortable engaging with other students due to fear of judgement or inability to properly socialize. Providing students with the tools to both engage socially and academically can allow for a higher percentage of academic-based positive outcomes. Student interest may also play a key role in truancy (Dronkers, Veerman, & Pong, 2017). This is because suspensions and expulsions may impact student interest in a negative way. When students receive suspensions, they have no access to the schoolwork. When the suspension ends, depending on how long the time out of school was, they may have increased difficulty catching up with the class (Reid, 2014).

If there is no option to complete school work, and they cannot go to school or contact the teacher for assignments, it may put these kinds of students at an automatic disadvantage (Reid, 2014). This is especially the case if they have a hard time academically already. To fall behind in schoolwork when the student has experienced low grades could setback a student and could end up in having failures in classes (Reid, 2014). By exploring incentive theory of motivation and research showing the connection between expulsion/suspension, interest, and truancy, the hope is to offer clarity in why truancy rates are high and what can be done to counteract it. These problems: negative school environment, student behavior, family economic status, mental health problem (Dronkers, Veerman, & Pong, 2017) (Dembo, Wareham, Schmeidler, Briones-Robinson, & Winters, 2014) must be addressed for truancy programs to be effective.

The scope of the problems associated with truancy is large. For the purpose of this study, the specific focus will be 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 about how to approach the study. Therefore, it is important to state the scope of problem to define the focus and improve the quality of the study.

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 a suspension or because they willingly choose to be absent, the problem has become worthy of research and possible intervention. The problem addressed by the study is: Educational leaders may have implemented policies and procedures in public charter schools, but documentation about which are most effective and why they are is largely absent

Current policies have enabled higher truancy rates due to the zero-tolerance aspect that enables 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, VanDerhei, Bechtold, & Cauffman, 2014, p. 1110). When students are suspended, or expelled for their behavior, they may have a tougher time atching up in school and succeeding in their academic endeavors. This can lead to other problems down the line as students mature and become adults.

Research suggests the experience of suspension or expulsion could lead to illegal behavior that is associated with a criminal record. 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, VanDerhei, Bechtold, & Cauffman, 2014, p. 1110). When schools expel and suspend students, school leaders add to the truancy rates of the school. Negative behaviors associated with truancy may increase. The zero tolerance policies of schools have become the main cause for concern in these growing cases of suspension and expulsion because they are considered punitive measures (Schargel, 2014). Therefore, policies need to be changed to address this problem. To do so, one must examine schools like Charter Secondary School to determine what steps to take to make a positive change. Although truancy does not directly lead to crime, it often has a high correlation (Schargel, 2014).

Purpose of the Study

Effective school policies that improve attendance may contain processes and options that provide such support and variability. Without understanding such aspects, little help could be generated and implemented to help students in need and help them avoid high truancy rates. The purpose of the study is to understand school leaders perspectives about how policies and procedures reduce truancy and improve student attendance. By interviewing key staff in 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 in other schools can do to improve truancy.

Attendance plays a large part in facing suspension and performing well academically (Schargel, 2014). Research about 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 such aspects, little help could be generated and implemented to help students in need and help them avoid high truancy rates.

This area of research will be explored in the interview section and results. Charter Secondary School has better attendance and better academic performance compared to all the other schools in the district (on average). Furthermore, most of the students are minority or non-white. This school is a perfect starting point for investigation into effective school policies. Examination of other successful schools should provide a measure of effectiveness needed to understand better what strategies can improve attendance. It can also show how other schools handle things like minority majority and location of school like an urban, rural, or suburban setting.

Research…

Effective Policies and Procedures Can Affect Truancy Rate

Policies and procedures perceived by school leaders to reduce truancy in a public charter school

Chapter 1

Introduction

Student truancy is a growing problem in the United States. Over the last twenty years the 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 are use of only punitive truancy programs, 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 take on 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 a low truancy among minority students, which is a notable and distinctive quality, making it an anomaly in the surrounding area (Great Schools!, 2017). First established in 2005, Charter Secondary School of Miami Shore is a public charter school built on the Barry University Campus, sitting on 5 acres of property (Great Schools!, 2017). It is in Miami Shore, an area of Florida. The current enrollment number stands at 599 and the campus type is suburban (Great Schools!, 2017). The school mascot are the Hawks. Rate A as a college preparatory school, the school holds a municipal charter via Village of Miami Shores that 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 (Charter Secondary School of Miami Shores, 2007). The nine portable structures that comprised the school served as an alternative for Miami Shore students that would otherwise attend Horace Mann Middle School (Charter Secondary School of Miami Shores, 2007). However, after 8 years, the school secured more funding and in 2005, renamed the school. The school gained a permanent structure thanks to the donations given by the citizens of Miami Shores and additional funds from the North Dade Medical Foundation.

DCS 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. DCS 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 such things as materials and trips (Charter Secondary School of Miami Shores, 2007).

The school has 31 full-time teachers for a student population of 598 students that reflect a ratio of less than 20 students per teacher (19:1) (USNEWS, 2017). The percentage of economically disadvantaged students lies at 33% with minority enrollment of 83%. Although class attendance is high and the percentage of students who tested for AP exams at 81%, the percentage of students who pass the AP exams is 47%, or less than half. English and Mathematic proficiency levels lie at 70% and 68% respectively, which is above 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, students who attend Doctors perform better than students at other schools in the same district (USNEWS, 2017). The district average for English proficiency is 50% and Mathematics proficiency at 37%. The district average for college readiness is at 44.7. This data represents assessments conducted at 113 schools for 113, 242 students (USNEWS, 2017). With a graduation rate of 98%, Charter Secondary School of Miami Shores provides 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 cause problems ....... students to focus in clas and receive attention necessary for understanding the curriculum (Losen, 2015). If for example, a student has questions or needs examples for a specific assignment in class, the teacher may not have the time or patience to deal with that student when he or she must deal with 29 other students all needing the same level of attention.

Many schools across the country have strict policies regarding disruptive student behavior that could land a student under suspension or even, expulsion. Several factors could 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. They may endure problematic and abusive parents and have to deal with lack of resources. These students need a chance every now and then to learn from their mistakes and receive the help and resources that could make a positive difference in their lives. Instead, they are suspended or expelled and not given a chance to improve. High rates of suspension can lend to a higher rate of truancy. 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 students often may not have problems academically, but instead socially. They may not feel comfortable engaging with other students due to fear of judgement or inability to properly socialize. Providing students with the tools to both engage socially and academically can allow for a higher percentage of academic-based positive outcomes. Student interest may also play a key role in truancy (Dronkers, Veerman, & Pong, 2017). This is because suspensions and expulsions may impact student interest in a negative way. When students receive suspensions, they have no access to the schoolwork. When the suspension ends, depending on how long the time out of school was, they may have increased difficulty catching up with the class (Reid, 2014).

If there is no option to complete school work, and they cannot go to school or contact the teacher for assignments, it may put these kinds of students at an automatic disadvantage (Reid, 2014). This is especially the case if they have a hard time academically already. To fall behind in schoolwork when the student has experienced low grades could setback a student and could end up in having failures in classes (Reid, 2014). By exploring incentive theory of motivation and research showing the connection between expulsion/suspension, interest, and truancy, the hope is to offer clarity in why truancy rates are high and what can be done to counteract it. These problems: negative school environment, student behavior, family economic status, mental health problem (Dronkers, Veerman, & Pong, 2017) (Dembo, Wareham, Schmeidler, Briones-Robinson, & Winters, 2014) must be addressed for truancy programs to be effective.

The scope of the problems associated with truancy is large. For the purpose of this study, the specific focus will be 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 about how to approach the study. Therefore, it is important to state the scope of problem to define the focus and improve the quality of the study.

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 a suspension or because they willingly choose to be absent, the problem has become worthy of research and possible intervention. The problem addressed by the study is: Educational leaders may have implemented policies and procedures in public charter schools, but documentation about which are most effective and why they are is largely absent

Current policies have enabled higher truancy rates due to the zero-tolerance aspect that enables 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, VanDerhei, Bechtold, & Cauffman, 2014, p. 1110). When students are suspended, or expelled for their behavior, they may have a tougher time catching up in school and succeeding in their academic endeavors. This can lead to other problems down the line as students mature and become adults.

Research suggests the experience of suspension or expulsion could lead to illegal behavior that is associated with a criminal record. 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, VanDerhei, Bechtold, & Cauffman, 2014, p. 1110). When schools expel and suspend students, school leaders add to the truancy rates of the school. Negative behaviors associated with truancy may increase. The zero tolerance policies of schools have become the main cause for concern in these growing cases of suspension and expulsion because they are considered punitive measures (Schargel, 2014). Therefore, policies need to be changed to address this problem. To do so, one must examine schools like Charter Secondary School to determine what steps to take to make a positive change. Although truancy does not directly lead to crime, it often has a high correlation (Schargel, 2014).

Purpose of the Study

Effective school policies that improve attendance may contain processes and options that provide such support and variability. Without understanding such aspects, little help could be generated and implemented to help students in need and help them avoid high truancy rates. The purpose of the study is to understand school leaders perspectives about how policies and procedures reduce truancy and improve student attendance. By interviewing key staff in 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 in other schools can do to improve truancy.

Attendance plays a large part in facing suspension and performing well academically (Schargel, 2014). Research about 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 such aspects, little help could be generated and implemented to help students in need and help them avoid high truancy rates.

This area of research will be explored in the interview section and results. Charter Secondary School has better attendance and better academic performance compared to all the other schools in the district (on average). Furthermore, most of the students are minority or non-white. This school is a perfect starting point for investigation into effective school policies. Examination of other successful schools should provide a measure of effectiveness needed to understand better what strategies can improve attendance. It can also show how other schools handle things like minority majority and location of school like an urban, rural, or suburban setting.

Research Questions

1. Why does DCS have a low truancy rate?

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

Qualitative Studies and Interviews

The study is a qualitative one that focuses on th use of interviews to collect qualitative data. The interview has today become one of the most widespread knowledge-producing practices across the human and social sciences in general and in critical psychology more specifically (Brinkmann, 2014, p. 1008). Interviews can range from formal interviews or informal interviews. They can be done face-to-face, over the phone, or over the internet. Formal interviews have a structure to them where the researcher asks a question and the participant answers. However, in informal interviews, there can be discussion and does not have to stick to the questions asked (Brinkmann, 2014). Most qualitative interviews have some structure to them and are labeled, semi-structured. Most qualitative interviews, however, are semi-structured. In a semi-structured interview, the researcher provides some structure based on her research interests and interview guide but works flexibly with the guide and allows room for the respondents more spontaneous descriptions and narratives (Brinkmann, 2014, p. 1008).

There is a need to understand from the staff or school leaders perspectives that work at Charter Secondary School what improvements have been made and what kind of school environment such policies promote, this can give a good picture of what is being done to achieve positive outcomes for the student population attending. Similar studies using interviews have gathered a significant amount of insightful information that allows for the ability to answer important questions (De Witte & Csillag, 2012)

Using fixed effects regress