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NCJ Number: 249729 Find in a Library
Title: Model Programs Guide Literature Review: Truancy Prevention
Series: OJJDP Model Programs Guide Literature Reviews
Corporate Author: Development Services Group, Inc.
United States of America
Date Published: December 2010
Page Count: 9
Sponsoring Agency: Development Services Group, Inc.
Bethesda, MD 20814
Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
Grant Number: 2010-MU-FX-K001
Sale Source: Office of Juvenile Justice and Delinquency Prevention
US Dept of Justice
810 Seventh Street NW
Washington, DC 20531
United States of America
Document: PDF
Type: Best Practice/State-of-the-Art Review; Instructional Material; Literature Review; Program Description (Model); Program/Project Evaluation; Report (Grant Sponsored); Report (Study/Research); Report (Technical Assistance); Research (Applied/Empirical)
Format: Document; Document (Online)
Language: English
Country: United States of America
Annotation: Based on a literature review, this paper on truancy prevention reviews the general definition of truancy and variations in States’ laws, its detrimental impact on those involved, types of programs intended to prevent it, and evaluation findings on the effectiveness of these programs.
Abstract: “Habitual truancy” is defined as “unexcused absences from school by a minor that exceed the number of such absences allowed under State law.” Each State has its own school-attendance laws. They generally specify the age at which a child must begin school, the age at which a person can legally drop out of school, and the number of unexcused absences that constitute truancy. Although truancy is widely acknowledged to be a nationwide problem, data collection and reporting issues at the school, local, and State levels impede determination of the full extent of the problem. Research has found that truancy is related to delinquency, substance use and abuse, dropping out of high school, suicidal thoughts and attempts, and early sexual intercourse. Preventing truancy not only reduces these adverse impacts on youth, but also reduces the public cost of providing services to address the problems linked to truancy. This paper lists risk factors for truancy under the following domains: school, family and community, and individual student. Some warning signs and self-reported reasons for truancy are also outlined. The review of truancy prevention and intervention programs notes the following key elements: parental involvement, sanctions or consequences for truancy, incentives for attendance, ongoing school-based programs, and involvement of community resources. Intervention efforts include court alternatives, mentoring programs, law enforcement participation, an increase in parental involvement, and truancy awareness campaigns. Evaluations of truancy prevention and intervention programs have shown them to be effective in preventing or reducing truancy. 34 references
Main Term(s): Juvenile status offenses
Index Term(s): Evidence-Based Practices; Evidence-Based Programs; Juvenile delinquency prevention programs; Model programs; OJJDP grant-related documents; OJJDP Resources; School delinquency programs; Services effectiveness; Truancy; Truancy Prevention
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=271875

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