The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check &amp; Connect Program

Guryan, Jonathan; Christenson, Sandra L.; Cureton, Ashley; Lai, Ijun; Ludwig, Jens; Schwarz, Catherine; Shirey, Emma; Turner, Mary Clair

doi:10.2139/ssrn.3670496

Cited by 6 publications

(8 citation statements)

References 37 publications

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“…Using data from the same district as this study, Liu and Loeb (2021) examine teacher value-add in increasing student attendance and finds that high-quality teachers can e↵ectively reduce unexcused absences, but not excused absences. This finding adds nuance to evidence from various student absenteeism interventions that leverage teachers or other adults in the school to reduce absenteeism (e.g., Guryan et al, 2017), and also provides some validation of the precision of the data used in the current study. Lastly, an understanding of the relationship between unexcused absences (in particular) with school climate can shed light on strategies to mitigate these incidences.…”

Section: Excused Vs Unexcused Absencessupporting

confidence: 62%

“…Our findings specifically around school climate and disengagement can be a good starting point, as school climate is positively associated with improved attendance according to our analysis. For example, if mentoring aspects of the Check and Connect program (Guryan et al, 2017) Note: Graph shows results from non-linear growth curve models estimating growth rate using unexcused absences, separately by race for all students in the sample across three academic years (2015-16 SY through 2017. Levels and slopes calculated separately by race using interaction terms.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…A second and related consequence is that measures such as chronic absenteeism indicators can impede the design of e↵ective interventions aimed at reducing absences in a timely and relevant manner. In Guryan et al (2017), student attendance improved as a result of a hightouch intervention using in-school mentors trained to support students directly in tailored ways and to engage with parents on a regular basis. It is possible that such an intervention, if scaled, would be extremely useful for reducing student absences caused by a reluctance to attend schools or extenuating family circumstances that pose barriers to regular attendance.…”

Section: Consequences Of Using Conventional Absenteeism Measuresmentioning

confidence: 99%

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Beyond Chronic Absenteeism: The Dynamics and Disparities of Class Absences in Secondary School

Liu

Lee

2022

SSRN Journal

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Section: Excused Vs Unexcused Absencessupporting

confidence: 62%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Consequences Of Using Conventional Absenteeism Measuresmentioning

confidence: 99%

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Beyond Chronic Absenteeism: The Dynamics and Disparities of Class Absences in Secondary School

Liu

Lee

2022

SSRN Journal

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“…Eligible comparison conditions are placebo, no treatment, waitlist control, treatment-as-usual and alternative treatment. (Guryan et al, 2020;Janosz et al, 2019). Interventions such as Multisystemic Therapy targets environmental risk factors addressing problem behaviors of youth at home, school, and community (Littell et al, 2005).…”

Section: Nature Of Eligible Comparison Conditionsmentioning

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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“…We however excluded interventions that used accommodations to improve results on tests or only sought to improve test-taking skills, like Scruggs and Mastropieri F I G U R E 3 Number of intervention-control studies included in the meta-analysis by mean grade(1986). We also excluded interventions that primarily aimed to improve student attendance, like the intervention examined byGuryan et al (2017). Although improving attendance may also improve student achievement, it need not do so on standardised tests.…”

mentioning

confidence: 99%

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

Dietrichson

Filges

Seerup

et al. 2021

Campbell Systematic Reviews

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Background: Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.Objectives: The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.Search Methods: We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.Selection Criteria: Studies had to meet the following criteria to be included:• Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.• Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).• Comparison: Included studies used an intervention-control group design or a comparison group design. We included randomised controlled trials (RCT); quasirandomised controlled trials (QRCT); and quasi-experimental studies (QES).• Outcomes: Included studies used standardised tests in reading or mathematics.

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The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check & Connect Program

Cited by 6 publications

References 37 publications

Beyond Chronic Absenteeism: The Dynamics and Disparities of Class Absences in Secondary School

Beyond Chronic Absenteeism: The Dynamics and Disparities of Class Absences in Secondary School

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

Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review

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