Chapter III

Methodology

The design of this study is both quantitative and qualitative in nature. The purpose of this study is to evaluate the effect of truancy on academic performance on standardize test scores. The study examines the current attendance policy of Boston Public Schools and the practice of the policy at the JamesP.TimiltyMiddle School. Teacher perceptions and attitudes toward students with attendance problems were investigated through the use of a survey.

Setting

The City of Boston located in Eastern Massachusetts, boarded by the Atlantic Ocean on the east; Cambridge, Somerville, Everett, Chelsea; Watertown and Revere on the North; Brookline, Newton, and Needham on the west; Dedham on the southwest; and Canton, Milton and Quincy on the south. Boston is one hundred six miles south of Portland, Maine; forty four miles northeast of Providence, Rhode Island; ninety-three miles northeast of Hartford, Connecticut, and two-hundred eighteen miles northeast of New York City.

Roxbury is one of the many towns that make up the City of Boston. A drive through Roxbury is both a history lesson and a tour of a modern urban neighborhood. The JamesP.TimiltyMiddle School located in the heart of Roxbury, in Elliot Square is one of the oldest neighborhoods in the City of Boston.

The JamesP.TimiltyMiddle School, currently a magnet school is open to any Boston public school student. The Timilty has received two national awards, in 1989 the U.S. Department of Education recognized the Timilty with the National Secondary School of Excellence Award. Then in 1995 the U.S. Department of Education recognized the Timilty again with the Blue Ribbon Award of Excellence. The Timilty, since 1989 has been involved in a partnership with Massachusetts General Hospital (MGH), funded by

the Howard Hughes Medical Institute (HHMI). The goal of this partnership is to stimulate an early interest in the field of science. Every student attending the Timilty participates in a school wide science fair project, with a large number of students being mentored by MGH professionals.

JamesP.TimiltyMiddle School – Enrollment / Indicators

Enrollment by Race / Ethnicity (2003-04)

Race / % of School / % of District / % of State

African American54.146.48.8

Asian2.68.84.7

Hispanic39.930.411.5

Native American0.70.40.3

White2.614.074.6

Enrollment by Gender (2003-04)

School / District / State

Male32831,075504,745

Female35829,075476,073

Total 68660,150980,818

Indicators (2002-03)

School / District / State

Grade 9-12-7.73.3

Attendance Rate95.591.993.9

Average # of days absent7.512.510.2

In-School Suspension Rate0.00.04.6

Out-of-School Rate6.08.86.7

Retention Rate3.67.12.6

Exclusions rate per 10003.03.62.0

Selected Populations (2003-04)

Title / % of School / % of District / % of State

First Language not Eng.37.235.313.7

Limited Eng. Proficient8.919.05.0

Low-income83.173.427.2

Special Education16.919.515.6

The total population at the James P. Timilty Middle School is six hundred eighty-six students. There are two hundred seventy-six sixth grade students, two hundred sixteen seventh grade students and one hundred ninety seven eighth grade students. For the purpose of this study, forty-one male and female students in grades six through eight were identified with five or more absences. The age range was from eleven to fourteen years of age. Standardize test scores on the Scholastic Reading Inventory (SRI) and Massachusetts Assessment Systems (MCAS) were reviewed and evaluated.

Forty six male and female teachers were surveyed with a range of teaching experience from one to more than twenty-one years of experience. The survey took place within a two week period, making sure all participants identities were kept anonymous. Names were not required on the survey. The questionnaires consisted of ten questions, answered with a likert scale of 1 to 4. 1 being strongly disagree, 2- disagree, 3-agree, and 4-strongly agree. The survey questions evaluated the classroom environment teachers create for students with truancy problems. It evaluated teacher’s feelings around making Adequate Yearly Progress (AYP) in the area of dealing with students with attendance concerns. It examined the teacher’s view of the current attendance policy and it evaluated who teachers feel are responsible for students with truancy problems.