Truancy Policy in Richmond California Truancy Policy in Richmond, CA Truancy, the unexcused absence from school, is a nationwide epidemic that is impacting today's youth and their ability to obtain a solid education. Truant behaviors have been found to be correlated with the development of juvenile delinquency and future criminal acts (Garry, 1996)
In the policy making process, only a small number of options are reviewed and any changes that occur tend to be marginal (Timmer, 2004). These changes do not result in a major overhaul of current policy but rather are gradual adjustments meant to sustain long-term change (Hanney, Gonzalez-Block, Buxton, & Kogan, 2003)
Chapter Two The incremental model is believed to be a conservative approach to decision making, one that is common place in public policy. It is one of the most popular approaches to public policy and can be observed in most bureaucratic environments (Jones, 1973)
Policy makers in Richmond, CA have unanimously voted to implement an ordinance that builds from the California Department of Education mandates that states that all children must attend school regularly. This ordinance implements a daytime curfew for all school age children with graduated sanctions for both youth and their parents as a result of noncompliance (Rogers, 2010)
Many studies have shown a direct relationship between truancy and substance abuse, as well as engagement in adult crime. Some studies have associated truancy with low achievement, lack of success in school, low self-esteem, parental ineffectiveness, and the absence of consequence for absences from school (Sommer & Nagel, 1991)
This model has been accredited to Charles Lindblom who claimed that policy changes emerge from subtle changes in current policies rather than a lofty goal that has been set (Zimmer, 2004). In the policy making process, only a small number of options are reviewed and any changes that occur tend to be marginal (Timmer, 2004)
School bullying is more common as a reason for truancy that one would be likely tot believe. School violence is becoming a growing problem in schools across the country (Aluede, Adeleke, & Omoike et al
This study found that several factors contribute to school leaving. These factors include lack of motivation and problems arising from choosing the wrong vocational track (Beekhoven & Dekkers, 2009)
In another study that examined classical conditioning using appetitive and aversive emotional responses of rats, it was found that both emotional responses were expressed through a similar set of responses, including rises in blood pressure and emotional response (Shabel & Janak, 2009). Pavlovian learning is driven by the neurological response called the pavlovian-instrumental response (PIT) (Bray, Rangel, & Shimojo et al
One of the key factors that led to educational reform in the United States was population growth. The original school system in the United States was devised to manage small, highly dispersed populations of people (Capen, 1874)
" Control is a different issue from motivation the motivated person does something because they have a desire to do it. The action fills some need and they feel that they will benefit from the action (Carey & Bourbon, 2006)
This contrasts sharply with Arizona's definition of truancy, which considers the child to be truant for missing even one class period during the school day. Arizona also defines truancy as absent for only five days during the entire school year (Christie, 2006)
As focus shifted from punishment to finding the causes of truancy, with the eventual goal of prevention, a set of risk factors for truancy began to emerge. For instance, it was found that young adults with symptoms of personality disorder were more likely to be truant than those without this risk factor (Cohen, 1996)
When one looks at the current system for dealing with truancy, a comparative look back reveals that in the past 150 years, little has changed in terms of truancy law or methods for handling the problem of truancy. Truancy officers were, and still are primarily prosecutors as far as their role is concerned (Crimmins, 1969)
The societal impact of school truancy and drop out rate crept into articles about school truancy. The connection with crime, poverty, mental illness (Kronick, 1994), and substance abuse (Crum, Esniminger, & Ro et al
An 1888 report from the Commissioner of Education expounded on the connection between truancy and other criminal activity was established (United States Bureau of Education, 1891). As early as 1846, truancy was considered a crime under the term "juvenile depravity" (Davis, 1915)
It must be externally developed, independent, reliable and valid (Fashola, 2004). Recent interest in qualitative methods a movement towards a desire for abstraction and deeper understanding, rather than definitive results (Davidson, 2007)
Emphasis in research from this time found that system set juveniles up for failure. Involvement in the juvenile justice system was found to significantly increase the likelihood that a person will be likely to move on to become a drop out (Dorn, 1996)
Programs such as this emphasize the need for effective motivationally relevant classroom interventions to prevent truancy. The most effective approaches to resolving school attendance issues are those methods that take a comprehensive approach that involves as partnership between students, educators, parents, and community partners (Epstein & Sheldon, 2002)
The most important factors in quantitative design is that it meets three criteria. It must be externally developed, independent, reliable and valid (Fashola, 2004)