Evaluation of an Intensive Truancy Reduction Program (ACT) within Communities In Schools of the Dallas Region, 2016-2019 (ICPSR 37893)
Version Date: Feb 25, 2021 View help for published
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Lauren Decker-Woodrow, Westat;
Judith Allen, Communities in Schools
https://doi.org/10.3886/ICPSR37893.v1
Version V1
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Summary View help for Summary
This study, Evaluation of an Intensive Truancy Reduction Program (ACT) within Communities In Schools, is a within-school, student-level randomized controlled trial evaluation of an intensive truancy reduction program (ACT) through Communities In Schools (CIS), within five schools in a large urban district in the Southwest. CIS has adapted the CIS Core model for case management (Core) with an adaption of a community-based psychiatric rehabilitation treatment model and named the new model ACT.
The three-year longitudinal study, conducted during the 2016/17 - 2018/19 school years, included 2,136 6-8th grade students (1,152 ACT students and 984 Core students). Data was collected including student demographic information, implementation fidelity information, as well as baseline and outcome data related to student attendance, behavior, standardized test scores and on-track to graduate status (when applicable). Fidelity information includes the number of received CIS services by service type and overall total number of services as well as total hours of CIS services provided by student.
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None.
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Access to these data is restricted. Users interested in obtaining these data must complete a Restricted Data Use Agreement, specify the reason for the request, and obtain IRB approval or notice of exemption for their research.
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Study Purpose View help for Study Purpose
The purpose of this study was to determine the efficacy of ACT, compared to Core, to improve student engagement and school connectedness--as measured by attendance, behavior, and academic achievement--of highly at-risk middle school students.
Study Design View help for Study Design
Students listed on the school roster as "at-risk" (per state criteria) are identified (based on recently presenting or pre-existing indicators negatively impacting core class performance, attendance and/or behavior) and assigned to CIS case management in an ongoing process through referrals and recommendations from teachers, administrators, guidance counselors, campus faculty or student, or parent self-referrals. This same process was used for both ACT and Core students. Working together, the program and research teams designed a random assignment process to address these concerns whereby students were randomly assigned to either condition (Core or ACT) as they were referred, prior to their initial conversation with a CIS case manager and prior to obtaining parental consent.
Sample View help for Sample
The primary, confirmatory sample for this study consists of students who were randomly assigned into either ACT or Core throughout the three implementation years, resulting in three cohorts of study participants.
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Universe View help for Universe
At-risk students grades 6-8 participating in the Communities In Schools dropout prevention program in the United States.
Unit(s) of Observation View help for Unit(s) of Observation
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Response Rates View help for Response Rates
Not applicable.
Presence of Common Scales View help for Presence of Common Scales
Not applicable.
HideOriginal Release Date View help for Original Release Date
2021-02-25
Version History View help for Version History
2021-02-25 ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:
- Checked for undocumented or out-of-range codes.
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