SAGE Journal Articles
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Journal Article 1:
Citation: Loukas, A., Cance, J. D., & Batanova, M. (2013). Trajectories of school connectedness across middle school years: Examining the role of adolescents’ internalizing and externalizing problems. Youth & Society, 48(4), 557–576.
Abstract: Students become increasingly disconnected from their schools across the middle school years, but little is known about the factors contributing to changes in school connectedness. This study examined the time-invariant and time-varying roles of depressive symptoms and externalizing problems in trajectories of student-perceived school connectedness across the middle school years. Three yearly waves of data were collected from 296 students beginning in the sixth grade. Hierarchical linear modeling results indicated that school connectedness declined across time. Initial levels of adjustment problems at school entry were concurrently associated with lower levels of connectedness. Initial levels of externalizing problems did not account for rate of decline, but elevated levels of externalizing problems across the middle school years were associated with lower concurrent levels of connectedness. Surprisingly, initial levels of depressive symptoms predicted a slower rate of decline in connectedness for boys. Findings highlight the detrimental associations between adjustment problems and school connectedness.
Journal Article 2:
Citation: Huck, J. L. (2010). Truancy programs: Are the effects too easily washed away? Education and Urban Society, 43(4), 499–516.
Abstract: Truancy has been identified as a risk factor of criminal behavior but results are mixed as to the best means to reduce this school-based concern. The Truancy Prevention Initiative has been implemented in New Orleans post-Hurricane Katrina under the direction of the Recovery School District to reduce levels of truancy, increase graduation rates, and decrease youth crime. This article emphasizes the statutes and ordinances behind this initiative in order for it to be compared to current evidence-based literature to forecast its effectiveness. In addition, social disorganization and deterrence theories are used to analyze the foundational elements of the Truancy Prevention Initiative. The Truancy Prevention Initiative is a promising program that requires process and outcome evaluations to draw a stronger conclusion of its effectiveness.