Laserfiche WebLink
M h <br /> EXHIBIT "A" <br /> SCOPE OF SERVICES <br /> Exploring Truancy and Early Chronic Absenteeism in Redwood City <br /> Research Topic <br /> At the request of the Redwood City 2020 Truancy Committee, the John W. Gardner Center for <br /> Youth and Their Communities (JGC) anticipates undertaking an analysis to study truancy and <br /> early chronic absenteeism among Redwood City students. We anticipate linking data from the <br /> Redwood City School District (RCSD) and Sequoia Union High School District (SUHSD) with <br /> other local agencies and community organizations (outlined below) with the goal of examining <br /> the extent to which truancy and early chronic absenteeism are present in the greater Redwood <br /> City area as well as the causes, consequences, and correlates of these issues that may be <br /> present in the community. <br /> Key Research Questions <br /> As the existing body of research emphasizes the deleterious effects of truancy and early chronic <br /> absenteeism, it is important for us to find out more about the extent of these twin problems in <br /> the local community. Two initial questions we would focus on are: <br /> 1. What is the extent of the problem: How many and what percent of students are <br /> chronically absent or truant? <br /> • What are the demographic characteristics of these students? <br /> • How has the arc of the problem changed over time? <br /> 2. In what ways does this affect students: What are the causes and consequences of <br /> truancy and chronic absenteeism in the local area? Causes may include, for example: <br /> health issues, lack of reliable transportation, school climate, parental and student mental <br /> health, poverty, mobility, and lack of adequate child care. Consequences and correlates <br /> may include: grade retention, lack of academic progress or social skills development, <br /> disciplinary incidents, high school dropout, delinquency, substance abuse, and violence. <br /> • What demographic characteristics and other factors are correlated with students' truancy <br /> and chronic absenteeism? <br /> • What are longitudinal outcomes for students with truancy or chronic absenteeism <br /> problems? <br /> • What interventions exist to assist these students and what are the outcomes of students <br /> who participate? <br /> Data Needs <br /> Answering these questions would require information from partner agencies such as: <br /> 1. Detailed attendance and tardy data for each student by school, district, and grade; <br /> 2. Information about each students' demographic background, academic progress and <br /> program placements, including participation in any attendance or truancy - related <br /> interventions; and <br /> 3. Data that can be linked by student from health agencies (including mental health), the <br /> juvenile justice system (probation and district attorney's offices), welfare agencies, both the <br /> county and district School Attendance Review Boards (SARB), and other agencies that <br /> provide intervention to youth, among others. <br /> Agreement over $10K 10 <br /> City Attorney Approved Version 041410 <br />