Truancy as systemic discrimination: Anti-discrimination legislation and its effect on school attendance among immigrant children

This comparative policy analysis demonstrates that patterns of truancy by immigrant status reflect the degree of systemic (anti-)discrimination institutionalized at the societal level. Based on extensive data from 205,512 children in 9,141 secondary schools across 29 OECD countries, a series of hierarchical generalized linear modeling analyses has been conducted. The results indicate that the extent to which a country has institutionalized anti-discrimination policies attenuates the association between immigrant status and school truancy for both first- and second-generation immigrants. This pattern gives credence to the postulation that an occurrence of truancy is not merely an aberrant behavior but a social incident that mirrors the larger structure in which social goods and opportunities are distributed unevenly across different groups of people. This new insight sheds light on the possibility that immigrant children may benefit from truancy reduction interventions to a greater degree in countries with adequate legal and administrative measures for anti-discrimination.     

The Initial Qualifications,Induction and In‐Service Needs of Education Social Workers in Wales1

This paper presents an analytical evaluation of the initial entry qualifications, induction and in‐service requirements of education welfare officers (EWO)/education social workers (ESW) in Wales. These data were obtained from a sponsored research project funded by the Welsh Assembly Government conducted on a pan‐Wales basis. The findings indicate that only five local education authorities (LEAs) in Wales presently require social work qualifications for entry to the service. A majority of staff in the remaining LEAs tend to hold low level qualifications. Whilst induction practices vary between LEAs, better and improved practice is beginning to emerge. Similarly, the in‐service needs of ESW/EWS staff are not normally analysed systematically. Therefore, a variety of different approaches are used within LEAs to meet the in‐service needs of education welfare/social work staff. Some examples of good practice are postulated. Recommendations to improve the induction, initial training and in‐service requirements of staff in Wales are made alongside the need for further research.     

A Tool for Assessing Truancy Risk Among School Children: Predictive and Construct Validity of the Risk Indicator Survey

ABSTRACT

The Risk Indicator Survey I (RISK I) is a screening tool used to identify the truancy risk level and intervention needs for frequently absent students. Exploratory factor analysis (EFA) and confirmatory factor analysis were used to examine the survey's validity. Sample included 6,239 elementary school children. The RISK I was reduced from 59 items to 32 items on 6 factor subscales, accounting for 49.59% of the variance in EFA. Results support the use of the RISK I as a valid truancy risk screening tool. Future studies should evaluate the RISK I survey tool with a more diverse population.     

Early truancy intervention: Results of an evaluation using a regression discontinuity design

This study evaluates the effectiveness of a truancy reduction program. A Regression Discontinuity design was used to assess attendance outcomes for 700 children. Approximately half received a case management intervention, while the other half received a warning letter, only. Truancy rates in the control group remained at the pre-intervention levels, while truancy in the treatment group significantly declined (p < .01). Successful case closure was associated with a reduction in truancy (p < .001). The intervention was less effective with non-White children and with those who had been previously retained. Findings substantiate continued support for the intervention; however, additional resources should include culturally-responsive treatment approaches and academic enrichment programs.     

A population-based inquiry of homeless episode characteristics and early educational well-being

Child homelessness and educational well-being is an area of national research that requires more precise investigation to address mixed findings. The aim of this study was to extend the investigation of the relations between homelessness and educational well-being by determining if timing and frequency of homeless episodes are differentially associated with children's academic and classroom engagement outcomes. This investigation used a comprehensive research model to study the effects of these homeless episode characteristics within a large urban student cohort. Additionally, this study accounted for co-occurring early risk factors. Findings indicated that having a first homeless episode in early childhood was associated with non-proficiency in mathematics and academic engagement problems. Also more frequent homeless episodes were related to truancy in third grade. These results stress the importance of early intervention for homeless children and underscore the need to further understand the variation in young children's homeless experiences.