Early truancy intervention: Results of an evaluation using a regression discontinuity design |
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Authors: | Johanna M Thomas Catherine M LemieuxJudith LF Rhodes Denese Ashbaugh Vlosky |
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Institution: | a School of Social Work, University of Arkansas at Little Rock, United Statesb School of Social Work, Louisiana State University, United Statesc Amedisys, Inc., United States |
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Abstract: | 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. |
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Keywords: | Program evaluation Regression discontinuity Truancy Early intervention |
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