School and Community
Perspective
· Systemic Renewal
General Definition: Systemic renewal calls
for a continuing process of evaluating goals and objectives related to school
policies, practices, and organizational structures as they impact a diverse
group of learners.
«To prevent and correct serious attendance problems,
schools need to change the way they are structured, improve the quality of
courses, and intensify interpersonal relationships between students and
teachers» (Epstein & Sheldon, 2002, p. 309).
«Research has identified a student's attitude towards the
school is the single most important factor in combating truancy. It is then the
responsibility of the school administrator to fashion a school where children
want to attend as opposed to having to attend» (Gullatt &
Lemoine,1997,p. 18).
«Systemic solutions to attendance problems will originate
from a system that is made up of teachers and administrators who understand the
connectedness of a supporting climate, significant relationships, engaging and
challenging content and instruction, rules, policies and procedures»
(Wagstaff, Combs, & Jarvis, 2000, p. 29)
· School-Community Collaboration
General Definition: When all groups in a
community provide collective support to the school, a strong infrastructure
sustains a caring environment where youth can thrive and achieve.
«Truancy is costly. . . . It costs businesses, which must
pay to train uneducated workers. It costs taxpayers, who must pay higher taxes
for law enforcement and welfare costs for dropouts who end up on welfare rolls
or underemployed» (Garry, 1996. p. 2).
Successful efforts to improve attendance view truancy as more
than just a «school» issue and involve the entire community (Gullatt,
& Lemoine, 1997).
· Safe Learning Environments
General Definition: A comprehensive violence
prevention plan, including conflict resolution, must deal with potential
violence as well as crisis management. A safe learning environment provides
daily experiences, at all grade levels, which enhance positive social attitudes
and effective interpersonal skills in all students.
One of the causes of truancy is school climate, including
feelings of physical safety (Heilbrunn & Seeley, 2003).
«Victims of bullying suffer consequences beyond
embarrassment. Some victims experience psychological and/or physical distress,
are frequently absent and cannot concentrate on school work» (Sampson,
2004, p. 12).
Bullies are more likely to be truant and drop out of school
(Children who bully, n.d.).
Early Childhood Education
General Definition: Birth-to-five
interventions demonstrate that providing a child additional enrichment can
enhance brain development. The most effective way to reduce the number of
children who will ultimately drop out is to provide the best possible classroom
instruction from the beginning of their school experience through the primary
grades.
«Early absenteeism is an important predictor of dropping
out of high school» (Epstein & Sheldon, 2002, p. 309).
· Early Literacy Development
General Definition: Early interventions to
help low-achieving students improve their reading and writing skills establish
the necessary foundation for effective learning in all subjects.
«The National Council of Teachers of Mathematics and the
National Association for the Education of Young Children affirm that
high-quality, challenging, and accessible mathematics education for 3- to
6-year-old children is a vital foundation for future mathematics learning»
(National Council of Teachers of Mathematics, 2005).
«Chronic truancy is often the first step on the road to
illiteracy, and all its attendant ills» (American Bar Association, 2001,
p. v).
Basic Core Strategies
· Mentoring/Tutoring
General Definition: Mentoring is a one-to-one
caring, supportive relationship between a mentor and a mentee that is based on
trust. Tutoring, also a one-to-one activity, focuses on academics and is an
effective practice when addressing specific needs such as reading, writing, or
math competencies.
«Students report that having a person at school who is
checking up on them, gives the sense that someone cares and motivates them to
come to school» (Gonzales, Richards, & Seeley, 2002,p.12).
Two major national studies have reported positive results from
mentoring programs. Tierney and Grossman (1995) report a 37% decrease in
truancy among participants in the Big Brother/Big Sister programs. The
Commonwealth Fund's Survey found a 52% decrease in skipping school among
participants of mentoring programs (McLearn, Colasanto, & Schoen, 1998).
· Service-Learning
General Definition: Service-learning connects
meaningful community service experiences with academic learning. This
teaching/learning method promotes personal and social growth, career
development, and civic responsibility and can be a powerful vehicle for
effective school reform at all grade levels.
Service-learning helps students to see the value of education
through direct experiences in the community, and the process develops more
positive attitudes toward school and education in general (Garman, 1995).
«Studies of the effects of service-learning on grades,
attendance, and dropout reduction indicate the value of this strategy for
students who have significant risk factors» (Shumer & Duckenfield),
2004, p. 156.
· Alternative Schooling
General Definition: Alternative schooling
provides potential dropouts a variety of options that can lead to graduation,
with programs paying special attention to the student's individual social needs
and academic requirements for a high school diploma.
«Among the advantages of alternative schools for students
at risk of dropping out are reductions in truancy and drop-out rates, ... and
re-engagement with learning and the community that can occur when students are
in a more responsive and flexible environment» (Paglin & Fager, 1997,
p. 3).
«Graduates of alternative schools report that alternative
school experiences made all the difference in helping them to become productive
citizens» (Morley, 2002, p. 40).
· After-School Opportunities
General Definition: Many schools provide
after-school and summer enhancement programs that eliminate information loss
and inspire interest in a variety of areas. Such experiences are especially
important for students at risk of school failure because they fill the
afternoon «gap time» with constructive and engaging activities.
«After school sports or other programs at the school site
give students a chance to make new friends, experience a positive atmosphere,
and feel a sense of accomplishment, which, in turn, may reduce their likelihood
of skipping school» (DeKalb, 1999, p. 3).
«Well-designed and effectively implemented after-school
programs add to the chances that at-risk students will stay out of trouble,
stay in school, and stay engaged with their education» ( Peterson &
Fox, 2004, p.183).
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