Truancy in Washington State: Assessing Academic Performance and Educational Outcomes among Truant Youth

• In Event: School Discipline Policies and Programs

Abstract

This study looks at Washington public high school students who were enrolled as a high school freshman in the 2004-05 academic year and have had a least one truancy petition during his or her K-12 academic career. This study follows the high school progression, grades, and attendance of these students through graduation, GED, or dropout and into post-secondary enrollment and completion or non-completion (2013-14 academic year). The academic progression and outcomes are also examined for a comparison group of similar youth who did not go through the truancy petition process. Descriptive statistics will be used to calculate minimum, maximum, mean, and standard deviation for numerical data where appropriate. Frequency distributions will be used to report frequencies of nominal data such as participant demographics. Chi-Square analysis will be conducted to determine any statistical significance in difference of dichotomous data between control and treatment groups and to determine an odds ratio for certain outcome measures. The aim of the study is to discern the impact of the truancy petition process on: High school performance (grades before and after; attendance before and after); High school outcome (graduation; GED; dropout); Post-Secondary enrollment into either a CTC program or four-year institution and degree attainment.

Author

• Stephanie Cross, Washington State Statistical Analysis Center