An Examination of Racial/Ethnic Disparities in Truancy Court

Rubino, Laura; Anderson, Valerie R.; Campbell, Christina

doi:10.1177/0011128719847456

Cited by 12 publications

(7 citation statements)

References 45 publications

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“…In contrast, negative interventions, defined here as punitive measures to suppress certain behaviors, paradoxically exacerbate school absenteeism and are disproportionately and perniciously applied to vulnerable student groups (Mireles-Rios et al, 2020;Weathers et al, 2021). Examples include exclusionary discipline (e.g., arrests, expulsion, and suspension) and zero tolerance laws that often focus on deprivation of resources (e.g., via fines or restrictions on financial assistance or licenses) for absenteeism (Conry and Richards, 2018;Rubino et al, 2020).…”

Section: The Past: What Is Known?mentioning

confidence: 99%

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

et al. 2022

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School attendance and school absenteeism have been studied for over a century, leading to a rich and vast literature base. At the same time, powerful demographic, climate, social justice/equity, and technological/globalization forces are compelling disparate stakeholders worldwide to quickly adapt to rapidly changing conditions and to consider new visions of child education for the next century. These overarching forces are utilized within a theory of change approach to help develop such a vision of school attendance/absenteeism for this era. This approach adopts key long-range outcomes (readiness for adulthood for all students; synthesized systemic and analytic approaches to school attendance/absenteeism) derived from thematic outputs (reframing, social justice, and shared alliances) that are themselves derived from contemporary inputs (movement of educational agencies worldwide toward readiness for adulthood, technological advances, schools, and communities as one). As with theory of change approaches, the purpose of this discourse is not to provide a roadmap but rather a compass to develop multi-stakeholder partnerships that can leverage shared resources and expertise to achieve a final mutual goal.

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Section: The Past: What Is Known?mentioning

confidence: 99%

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

et al. 2022

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“…These entities often define caseness only technically such as crossing a threshold for illicit absenteeism (see also later school domain section; Conry & Richards, 2018). As such, SAPs are often not self-referred but rather identified (and penalized) via administrative, policy, or legal avenues (Rubino et al, 2020). In related fashion, external entities are often the cause of absenteeism by enforcing exclusionary discipline (suspension, expulsion) and overly punitive zero tolerance policies, misclassifying absences as excused (and thus avoiding administrative review or support), or using truancy policies to perniciously exclude from school vulnerable youth with mental and physical health problems, lack of transportation, low standardized testing results, and troubled relationships with peers and teachers (Mireles-Rios et al, 2020).…”

Section: Caveats and Considerationsmentioning

confidence: 99%

Functional impairment guidelines for school attendance problems in youth: Recommendations for caseness in the modern era.

Kearney¹

2022

Professional Psychology: Research and Practice

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School attendance and its problems (absenteeism) are critical benchmarks of functioning in children and adolescents but also represent highly vexing case presentations for practicing psychologists and other health and school-based professionals. This is especially the case in the modern era marked by multiple teaching and learning platforms. A key challenge in this regard has been determining the point at which a specific case of absenteeism may be considered problematic (i.e., caseness). This article outlines proposed functional impairment guidelines for this population as a common language to define caseness that can apply to various types of school absenteeism, educational formats, jurisdictions and geographical areas, and developmental levels and grades. The guidelines focus on three primary domains: school (timing of school absences; interference with academic competence; administrative/legal action that impedes future school attendance), social (interference with social competence; interference in interpersonal relationships; enhanced risk of harm to others), and family (interference with daily family functioning; significant, maladaptive changes in family dynamics; substantial cost to family members). Recommendations are provided with respect to defining caseness and developing functional impairment assessments for this population. Public Significance StatementThe present article summarizes proposed guidelines for determining whether school attendance problems rise to the level of need for intervention by psychologists, other health care practitioners, and school-based professionals. The guidelines focus on potential problems with respect to school, social, and family functioning that may also help guide solutions for individual cases of school absenteeism.

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“…The few studies explicitly addressing the disparate impact issue also showed contradictory results. Some studies found mean differences between ethnic groups that were relevant to disparate impact (Rubino et al, 2020; Skeem & Lowenkamp, 2016), whereas others did not (Villanueva et al, 2019). Both aspects, predictive validity, and disparate impact of the Youth Level of Service/Case Management Inventory (YLS/CMI), will be addressed in this study in relation to Roma minority in Spain.…”

Section: Introductionmentioning

confidence: 99%

The Prediction of Youth Recidivism in a Spanish Roma Population by the Youth Level of Service/Case Management Inventory (YLS/CMI)

Gomis‐Pomares

Villanueva

Adrián

2021

Int J Offender Ther Comp Criminol

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Despite the increasing interest in the accuracy of youth risk assessment tools, the amount of research with ethnic minorities remains relatively modest. For this reason, the main goal of this study was to assess the predictive validity and disparate impact of the Youth Level of Service/Case Management Inventory (YLS/CMI) in a Spanish ethnic minority. The participants consisted of 88 Roma youth offenders and 135 non-Roma youth offenders, aged between 14 and 17 years old. Their risk of recidivism was assessed by means of the YLS/CMI Inventory and their recidivism rate was obtained from the Juvenile Justice Department. Results showed that the Inventory presented slightly lower predictive validity for the Roma group. Moreover, Roma juveniles presented higher risk scores and lower strength scores than non-Roma juveniles. These results supported the idea that professionals must therefore be aware of these cultural differences in predictive validity and the existent potentiality for disparate impact.

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An Examination of Racial/Ethnic Disparities in Truancy Court

Cited by 12 publications

References 45 publications

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

Functional impairment guidelines for school attendance problems in youth: Recommendations for caseness in the modern era.

The Prediction of Youth Recidivism in a Spanish Roma Population by the Youth Level of Service/Case Management Inventory (YLS/CMI)

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