In-School Truancy and Implications for Positive Attendance Procedures and Instruction.

Abstract

The purpose of this study was to identify factors that are associated with in-school truancy/selected class attendance problems in the Detroit Public Schools, and to identify possible solutions. Three hundred and fifty-five r and omly selected ninth through twelfth grade students from two selected Detroit high schools participated in the study. Two instruments were used in this study: one for students, one for teachers. Questions on the instruments were categorized to match the research questions. Research questions were analyzed using the t-Test and Multiple Classification Analysis, with a significance level of less than .05 for students and a 51 percent majority for teachers. Sex, ethnicity, grade level, and age were not directly associated with in-school truancy. There was no statistically significant difference in truant's and non-truant's perceptions of the current curriculum, teachers' expectations, personal problems, drug involvement, lack of successful experiences in school life, effectiveness of current procedures, or family's attitude. There was a statistically significant difference in truant's and non-truant's perceptions of teachers' attitudes, school climate, and peer influence. Teachers believed that improved curriculum and communication with the home would improve student attendance. They did not believe that counseling, in and of itself, improved student attendance. They did, however, believe that rewards and punitive measures should be employed.