Truancy: a look at definitions in the USA and other territories

Gentle-Genitty, Carolyn; Karikari, Isaac O.; Chen, Haiping; Wilka, Eric; Kim, Jangmin

doi:10.1080/03055698.2014.955734

Cited by 49 publications

(34 citation statements)

References 55 publications

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“…The independent factors (except age), were categorised as appropriate, ranging from dichotomous variables to variables with four different categories, see Table 1. Since no recognised categorisation of school absence exists (Gentle-Genitty et al 2015), 'high' level of school absence was set to > 20% as this implies that students are absent at least one school day per week. This categorisation has been applied in the Swedish context before (Öhman 2016).…”

Section: Analysesmentioning

confidence: 99%

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

Yngve

Lidström

Ekbladh

et al. 2018

European Journal of Special Needs Education

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The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students' perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students' mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students' needs for support in school activities. ARTICLE HISTORY

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Section: Analysesmentioning

confidence: 99%

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

Yngve

Lidström

Ekbladh

et al. 2018

European Journal of Special Needs Education

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“…Our focus on the impact of educational systems on cross-country differences in truancy is informed by three considerations. First, many scholars criticise the lack of a standardised definition in the literature (Gentle-Genitty, Karikari, Chen, Wilka, & Kim, 2015;Keppens & Spruyt, 2017a;Reid, 2005). This makes it difficult to compare official registration data between various regions and is one of the main reasons why comparative research on truancy is virtually non-existent (for a study based on the assessment of school principals see Hooghe, and Reeskens (2009)).…”

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confidence: 99%

Truancy in Europe: Does the type of educational system matter?

Keppens

Spruyt

2018

Euro J of Education

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Truancy is known to: Hamper academic achievement, predict a range of school-related problems and cause early school leaving. Hence, the development and implementation of measures to tackle truancy are considered as important strategies to prevent early school leaving in Europe. Despite this, there is almost no comparative research which studies variation in truancy rates. This article relies on PISA 2012 data from 24 European countries to empirically answer two questions: (1) To what degree do truancy rates vary cross-nationally? and (2) Do these differences in truancy rates relate to characteristics of the educational system? We found that between-country truancy rates varied more than differences in early school leaving.Moreover, even after taking into account control variables such as economic development and youth unemployment rates, the ways in which educational systems select and group pupils are closely related to truancy rates. | 415

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“…It is characterized by youths’ intentional, unexcused absence from school (Gentle-Genitty, Karikari, Chen, Wilka, & Kim, 2015) without parent knowledge or consent (e.g., Galloway, 1982; Huffington & Sevitt, 1989). Truancy is differentiated from other types of absenteeism such as school refusal which is characterized by emotional distress associated with school attendance (Heyne et al, in press).…”

mentioning

confidence: 99%

Truancy in the United States: Examining temporal trends and correlates by race, age, and gender

Maynard

Vaughn

Nelson

et al. 2017

Children and Youth Services Review

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Background Truancy has long been regarded a common problem in urgent need of effective intervention. Knowledge about factors associated with truancy can guide the development and implementation of interventions. Method This paper examined trends in truancy rates between 2002–2014 and correlates of truancy across racial/ethnic groups. Variables of interest included sociodemographic factors (e.g., age, gender, socio-economic background), behavioral factors (e.g., substance use, violence), and psychosocial factors (e.g., academic engagement, grades, parental control). Using data from a large sample of adolescents (n=209,393; 12–17 years) we estimated truancy prevalence rates and examined trends and correlates via regression analyses. Results Truancy rates remained constant between 2002 (10.8%) and 2014 (11.1%). Rates were highest among older youth, females, and Hispanic youth. For all racial/ethnic groups, truancy was significantly correlated with alcohol and marijuana use, fighting, the propensity to take risks, and lower academic engagement and school grades. Other factors were differentially associated with racial/ethnic groups. This divergence in risk patterns for different racial/ethnic groups points to some heterogeneity amongst truant youth. Discussion Despite truancy reduction efforts, truancy rates have remained stable. Efforts to prevent truancy and to intervene with truant youth may need to target risk factors more prevalent in specific racial/ethnic groups.

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Truancy: a look at definitions in the USA and other territories

Cited by 49 publications

References 55 publications

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

Truancy in Europe: Does the type of educational system matter?

Truancy in the United States: Examining temporal trends and correlates by race, age, and gender

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