Preventing Truancy in Urban Schools Through Provision of Social Services by Truancy Officers
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 5,300
- 试验地点
- 2
- 主要终点
- Change in attendance and truancy
研究概览
简要总结
In partnership with the Chicago Public Schools (CPS), the goal of this project is to test the effectiveness of a manualized mentoring and case management program for students in grades 1-8. Most of the current policy and research attention on dropout has focused on the dropout decision itself, even though dropout is more likely to be simply the end point of a longer-term developmental process. This project seeks to learn more about the relative effectiveness of preventing dropout through mentoring and case management programs, and to learn more about the relative effectiveness of intervening early vs. later.
详细描述
High school graduation is tremendously protective against involvement with crime and violence, as well as against the risk of adult poverty, unemployment, and poor health. Most of the policy and research attention on dropout has focused on the dropout decision itself. Yet dropout is almost always the end point of a longer-term developmental process. For this project the investigators have raised nearly $7 million in external support from the U.S. Department of Education, the National Institutes of Health, and the William T. Grant Foundation to learn more about the relative effectiveness of preventing dropout by trying to re-engage children in school much earlier during their academic careers.
Specifically, this project is motivated by findings from the late University of Chicago sociologist James Coleman indicating that one of the strongest protective factors against school failure for children is having a strong relationship with a pro-social adult - something that far too many children do not currently have, particularly those growing up in distressed family and community environments. The investigators are partnering with other researchers at Northwestern, Duke, and the University of Minnesota to test at large scale the effects of a structured mentoring and monitoring programs called Check & Connect. To date, the project has completed its pilot year, and starting this academic year will work with nearly 500 elementary and middle school students distributed across 23 CPS schools on the West and South sides of the city. Students will receive Check & Connect assistance for two academic years total.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 5 Years 至 16 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Student with 10-27 total absences in prior school year
- •Students in Grades 1-7 at start of 2011-2012 or 2013-14 school years
- •In attendance at one of the Chicago Public Schools elementary/middle schools randomly selected to be offered the intervention
排除标准
- 未提供
结局指标
主要结局
Change in attendance and truancy
时间窗: 2 times a year (on average every 6 months) during the intervention and 1 time a year each year following the completion of the intervention for up to 25 years
Attendance and truancy measured through school records on absences
次要结局
- Academic achievement(1 time a year each year during the intervention and 1 time a year each year following the completion of the intervention for up to 25 years)
- Criminal activity and involvement(1 time a year each year following the completion of the intervention for up to 25 years)
- Employment history and workforce involvement(1 time a year each year following the completion of the intervention for up to 25 years)
- Health and medical system participation(1 time a year each year following the completion of the intervention for up to 25 years)
- School engagement(1 time a year each year during the intervention and 1 time a year each year following the completion of the intervention for up to 25 years)
研究者
Jonathan Guryan
Associate Professor of Human Development and Social Policy
Northwestern University