Browsing by Subject "Truancy"

Now showing 1 - 10 of 13
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    Chronic Truancy & Social Bonding: Role of Schools
    (2008) Gentle-Genitty, Carolyn
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    Chronic truancy: Outsourcing care - understanding the role of schools and parents in social bonding
    (IU School of Social Work, 2009-11) Gentle-Genitty, Carolyn; Cowles, Hannah
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    Differentiation Between School Attendance Problems: Why and How?
    (Elsevier, 2018) Heyne, David; Gren-Landell, Malin; Melvin, Glenn; Gentle-Genitty, Carolyn; School of Social Work
    School attendance problems (SAPs) are heterogeneous with respect to etiology and presentation. The long history of conceptualizing SAPs has led to a vast array of terms and definitions as well as different perspectives on the most helpful approach to classification. For educators, practitioners, researchers, and policymakers, this presents a challenge in understanding, assessing, and intervening with SAPs. This paper outlines evolution in the conceptualization of SAPs, focusing on two contemporary approaches to differentiating between them. One approach draws on the longstanding differentiation between SAP types labeled school refusal, truancy, and school withdrawal. A fourth type of SAP, labeled school exclusion, is also considered. The other approach focuses on the function of absenteeism, measured via the School Refusal Assessment Scale (SRAS). Anecdotal and scientific support for the SAP typology is presented, along with the benefits and shortcomings of the SRAS approach to differentiation. The paper offers suggestions for how to differentiate between SAPs and introduces the SNACK, a brief screening measure that permits differentiation by SAP type.
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    Model of Truancy Assessment and Work Plan
    (2009) Gentle-Genitty, Carolyn
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    Model of Truancy Assessment Form and Work Plan
    (2011) Gentle-Genitty, Carolyn
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    Project Impact: Mentor Training Materials
    (2008-03-17) Gentle-Genitty, Carolyn
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    Searching for Consistency in Attendance Data Recording, Reporting, and Utilization in the USA
    (Orbis Scholae, 2023-05-02) Graczyk, Patricia A.; Gentle-Genitty, Carolyn; Humm Patnode, Amber; Moulton, Sara E.
    According to the United States Department of Education (USDOE), 16% or over eight million kindergarten through twelfth grade students in the US missed 10% or more school days during the 2017−2018 school year. This is approximately 18 of 180 days required. We know this because schools are mandated to report their attendance data to their respective states and to the USDOE. There are concerns around accuracy and consistency because each state is allowed to compile data in their own way and report only select metrics to the USDOE to comply with federal guidelines. The consistency on federal metrics, nonetheless, allows for similar analyses at the federal and state levels and comparisons across states. To best understand what is reported, we report on data compiled by the National Center for Education Statistics (NCES) housed in the Institute of Education Sciences, the science branch of the USDOE, and describe how attendance data are collected, reported, and used at the national level. We share similar findings for two representative US states − Connecticut and Indiana − to highlight similarities and differences between them, and their “best practices.” Key results from these multiple levels of analyses are then discussed, with the goal of informing research, practice, and policy related to school attendance, so that students of all ages and from all backgrounds are provided the opportunity to obtain optimal benefits from schooling throughout their school careers.
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    The state of truancy: Our lost kids
    (IATDP, 2011) Gentle-Genitty, Carolyn
    One in every 100 US students is truant. Among students ages 14-17, the number of truants is one in 10. In one township in Indiana one in every three students is a chronic truant. No longer is the family the only unit of care for children; schools are now the primary units of education and are responsible for at least 6-8 hours of student connectedness and social bonding. Thus, truancy prevention and school engagement is a shared responsibility. This study focused on the school environment as a key factor in school disengagement. The results give some indication of what should be done when advocating for programs and activities in middle schools that would positively impact rates of chronic truancy.
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