Early truancy intervention: Results of an evaluation using a regression discontinuity design
Document Type
Article
Publication Date
9-1-2011
Abstract
This study evaluates the effectiveness of a truancy reduction program. A Regression Discontinuity design was used to assess attendance outcomes for 700 children. Approximately half received a case management intervention, while the other half received a warning letter, only. Truancy rates in the control group remained at the pre-intervention levels, while truancy in the treatment group significantly declined (p< .01). Successful case closure was associated with a reduction in truancy (p< .001). The intervention was less effective with non-White children and with those who had been previously retained. Findings substantiate continued support for the intervention; however, additional resources should include culturally-responsive treatment approaches and academic enrichment programs. © 2011.
Publication Source (Journal or Book title)
Children and Youth Services Review
First Page
1563
Last Page
1572
Recommended Citation
Thomas, J., Lemieux, C., Rhodes, J., & Vlosky, D. (2011). Early truancy intervention: Results of an evaluation using a regression discontinuity design. Children and Youth Services Review, 33 (9), 1563-1572. https://doi.org/10.1016/j.childyouth.2011.03.021