Long-Term Effects of Truancy Diversion on School Attendance: a Quasi-Experimental Study with Linked Administrative Data

McNeely, Clea; Lee, Won Fy; Rosenbaum, Janet E.; Alemu, Besufekad; Renner, Lynette M.

doi:10.1007/s11121-019-01027-z

Cited by 7 publications

(5 citation statements)

References 21 publications

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“…Definitions of excused absences in 97 randomly selected U.S. school districts with between 7,000 and 40,000 students. 6 program involvement did not reduce excused or unexcused absenteeism (McNeely et al, 2019), we did not distinguish whether the absences occurred before or after program referral. We summed full-day excused and unexcused absences to calculate the total number of days absent in the school year.…”

Section: Methodsmentioning

confidence: 91%

“…For districts that reported absences by periods within days, we applied the schools’ definitions of the number of periods absent that constituted a full-day absence. Because court diversion program involvement did not reduce excused or unexcused absenteeism (McNeely et al, 2019), we did not distinguish whether the absences occurred before or after program referral. We summed full-day excused and unexcused absences to calculate the total number of days absent in the school year.…”

Section: Methodsmentioning

confidence: 99%

“…The event history analysis involved 7th- to 10th-grade students who attended three public school districts in a Midwestern metropolitan county between 2006 and 2015. This study grew out of a program evaluation (McNeely et al, 2019; Lee et al, 2020), which determined the district selection. One district was urban, one contained first-ring suburbs, and one contained second-ring suburbs.…”

Section: Methodsmentioning

confidence: 99%

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Exploring an Unexamined Source of Racial Disparities in Juvenile Court Involvement: Unexcused Absenteeism Policies in U.S. Schools

et al. 2021

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This two-part study explored whether discrimination encoded into U.S. school absenteeism policies leads to racially minoritized students being overrepresented in the juvenile court system. First, we examined unexcused absenteeism policies in a nationally representative school district sample ( n = 97). All districts excused absences for reasons White students often miss school but not necessarily for reasons racially minoritized students do. Next, in three school districts we documented large racial disparities in both the proportion of absences designated unexcused (Whites 13%, Asians 18%, Hispanics 21%, Blacks 24%, and American Indians 24%) and risk of court petition for truancy, even after accounting for the total number of absences: Whites hazard ratio (HR) = 1.0; Asians HR = 1.15, 95% confidence interval (CI) [0.98, 1.36]; Hispanics HR = 1.60, 95% CI [1.34, 1.92]; Blacks HR = 2.17, 95% CI [1.88, 2.50]; and American Indians HR = 3.94, 95% CI [3.12, 4.97]. Disproportionality in unexcused absenteeism fully explained the Hispanic/White and partially explained the Black/White and American Indian/White court petition disparities.

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Section: Methodsmentioning

confidence: 91%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Exploring an Unexamined Source of Racial Disparities in Juvenile Court Involvement: Unexcused Absenteeism Policies in U.S. Schools

et al. 2021

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“…The program included three sessions of 2 hours each, and the outcomes were measured at the end of the school year (including truancy and discipline) and an 18‐month follow‐up. An example of a quasi‐experimental study was conducted by McNeely et al ( 2019 ) in the United States. The researchers evaluated the TIP in improving school attendance of students in grades 7–10 who were referred to court.…”

Section: Methodsmentioning

confidence: 99%

PROTOCOL: Effectiveness of parent‐engagement programs to reduce truancy and juvenile delinquency: A systematic review

Kethineni

Frazier‐Kouassi

Shigemoto

et al. 2021

Campbell Systematic Reviews

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This review aims to synthesize the evaluation evidence for parent‐engagement programs that focus on reducing juvenile truancy as the primary outcome. Delinquent behavior will be assessed as a secondary outcome when included. This objective is guided by the following research questions: (1) what is the effectiveness of parent‐engagement programs for children in preschool (ages 4–5) through secondary education (ages 13–19) on primarily (a) reducing student truancy (i.e., unexcused or unauthorized absence) and secondarily (and when included) (b) reducing delinquent behaviors? (2) Is there variability in the effectiveness of parent‐engagement programs across moderators such as gender, age, grade levels, settings, and contexts? (3) What factors (e.g., groups, settings, and contexts) explain the variability in the effectiveness of engagement programs in a multivariate framework?

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“…Administrative data involve information that organizations routinely collect to monitor and evaluate how well their operations achieve their intended goals (Goerge et al, 2017). For example, McNeely et al (2019) created a panel dataset of all students enrolled in a public school in a metropolitan county in a Midwestern state between 2004 and 2015 by linking data from the state's Department of Education, the state's Department of Human Services, and the county attorney's office. With this dataset, they conducted a quasi-experimental difference-in-differences analyses to evaluate long-term effects of a truancy diversion program on school attendance.…”

Section: Administrative Datamentioning

confidence: 99%

Transparent, Open, and Reproducible Prevention Science

et al. 2022

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The field of prevention science aims to understand societal problems, identify effective interventions, and translate scientific evidence into policy and practice. There is growing interest among prevention scientists in the potential for transparency, openness, and reproducibility to facilitate this mission by providing opportunities to align scientific practice with scientific ideals, accelerate scientific discovery, and broaden access to scientific knowledge. The overarching goal of this manuscript is to serve as a primer introducing and providing an overview of open science for prevention researchers. In this paper, we discuss factors motivating interest in transparency and reproducibility, research practices associated with open science, and stakeholders engaged in and impacted by open science reform efforts. In addition, we discuss how and why different types of prevention research could incorporate open science practices, as well as ways that prevention science tools and methods could be leveraged to advance the wider open science movement. To promote further discussion, we conclude with potential reservations and challenges for the field of prevention science to address as it transitions to greater transparency, openness, and reproducibility. Throughout, we identify activities that aim to strengthen the reliability and efficiency of prevention science, facilitate access to its products and outputs, and promote collaborative and inclusive participation in research activities. By embracing principles of transparency, openness, and reproducibility, prevention science can better achieve its mission to advance evidence-based solutions to promote individual and collective well-being.

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Long-Term Effects of Truancy Diversion on School Attendance: a Quasi-Experimental Study with Linked Administrative Data

Cited by 7 publications

References 21 publications

Exploring an Unexamined Source of Racial Disparities in Juvenile Court Involvement: Unexcused Absenteeism Policies in U.S. Schools

Exploring an Unexamined Source of Racial Disparities in Juvenile Court Involvement: Unexcused Absenteeism Policies in U.S. Schools

PROTOCOL: Effectiveness of parent‐engagement programs to reduce truancy and juvenile delinquency: A systematic review

Transparent, Open, and Reproducible Prevention Science

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