Early truancy intervention: Results of an evaluation using a regression discontinuity design

• Published in: Children and youth services review 2011-09, Vol.33 (9), p.1563-1572
• Main Authors: Thomas, Johanna M., Lemieux, Catherine M., Rhodes, Judith L.F., Vlosky, Denese Ashbaugh
• Format: Article
• Language: English
• Subjects: Attendance; Case Management; Children; Discontinuity; Early intervention; Early intervention programmes; Intervention; Prevention; Program evaluation; Program evaluation Regression discontinuity Truancy Early intervention; Regression discontinuity; Treatment methods; Truancy; Warnings
• ISSN: 0190-7409; 1873-7765
• DOI: 10.1016/j.childyouth.2011.03.021

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. ► Regression Discontinuity Analysis for Truancy Program Evaluation. ► Truancy rates in the control group remained at the pre-intervention levels. ► 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 and previously retained children.