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Early truancy evaluation: Replication of an evaluation using a regression discontinuity design

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  • Thomas, Johanna M.

Abstract

This study replicates the evaluation of an early truancy intervention using a Regression Discontinuity Design. The current study assesses the effectiveness of the intervention for three cohorts of students (N=2760). Approximately half of the students for each year of the intervention received the high risk, intensive case management intervention, while the other half received a warning letter only. The truancy intervention proved to significantly reduce truancy among participants in the high-risk intervention among two of the three cohorts (p<0.01), while truancy among control group participants remained at pre-intervention levels. Successful case closure was associated with a reduction in truancy (p<001). Findings continue to support the efficacy of the intervention. However, the intervention should be replicated with more diverse population and in other geographic locations.

Suggested Citation

  • Thomas, Johanna M., 2017. "Early truancy evaluation: Replication of an evaluation using a regression discontinuity design," Children and Youth Services Review, Elsevier, vol. 78(C), pages 150-160.
    • Handle: RePEc:eee:cysrev:v:78:y:2017:i:c:p:150-160
    DOI: 10.1016/j.childyouth.2017.05.020
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    4. Thomas, Johanna M. & Lemieux, Catherine M. & Rhodes, Judith L.F. & Vlosky, Denese Ashbaugh, 2011. "Early truancy intervention: Results of an evaluation using a regression discontinuity design," Children and Youth Services Review, Elsevier, vol. 33(9), pages 1563-1572, September.
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