Assessment, Evaluation, Tracking, Monitoring

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Browsing Assessment, Evaluation, Tracking, Monitoring by Subject "Absenteeism"

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    Building Trusting Relationships. Evaluating a School-Based Community Health Worker Program to Reduce Chronic Absenteeism
    (2023-10-12) Garcia, Silvia; Roelecke, Kate; Grim, Jim; Mohlman, Rachel; Peterkin, Allyson
    In 2021, MCCOY and the Daniel Webster School 46 (DWS) were awarded two grants1 to implement a Community Health Worker intervention at DWS to increase student engagement as a protective factor to prevent juvenile delinquency and improve youth outcomes. The project took a holistic approach to engage families and students who were chronically absent throughout the school year. Relying on multiple evidence-based and promising practices in youth violence and juvenile delinquency prevention, a certified Community Health Worker partnered with the school social workers and teachers to encourage consistent student attendance using coaching, referrals, goal setting, and family engagement activities to facilitate learning and address family needs. The evaluation, conducted one year after implementation, yielded the following results: The CHW at DWS has proved valuable for students, teachers, and families in several ways. The CHW provides services and builds trusting relationships with families, eventually influencing how families engage with the schools and their students' education. The CHW also connects directly with students, providing emotional support and encouragement, hence supporting the teachers’ work. Being part of the community where parents came from and previously volunteering in the school made the difference in becoming the bridge between the school, the families, and the community. Regarding absenteeism, several improvements in reducing the number of absent days were observed in students receiving support for themselves and their families. Some of the students reduced their absent days to less than half. More importantly, three chronically absent students became “improved attendees” after the first year. The short time the CHW has been in the school (10 months) has brought small but significant changes in students’ behavior.
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