Abstract Chronic absenteeism is related to poor academic performance, delinquency, and other high-risk behaviors. Although research has found some promising interventions to reduce absenteeism, the literature lacks clarity on operationalizing absenteeism and when programs should intervene with youth who have varying absenteeism patterns. Using the Response to Intervention (RtI) framework to classify youth into tiers based on their degree of absenteeism, the present study evaluated 12 absenteeism programs, across 137 schools, with a sample of 1,606 youth as part of a statewide evaluation in which programs provided attendance data using a common measurement system. The findings indicated that youth with the highest rates of absenteeism (Tier 3) showed significant improvement in attendance during intervention, whereas youth with fewer absences (Tiers 1A, 1B, and 2) did not significantly improve attendance. Using a mixed repeated measures analysis to compare attendance prior to the program to attendance while in the program, results revealed that tier classification and school explained change in attendance for both excused and unexcused absences. Using common measurement for absenteeism and tier classifications is a useful framework for comparing attendance patterns and program success across programs within different schools, school districts, and states whose measurement of attendance may vary.

中文翻译：

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旷工干预：全州计划评估中的通用定义方法

摘要长期旷工与学习成绩差，违法行为和其他高风险行为有关。尽管研究发现了一些有希望的减少缺勤的干预措施，但文献缺乏对缺勤实施以及何时应干预缺勤方式各异的年轻人的明确说明。本研究使用对策干预（RtI）框架根据青年的缺勤程度将其分为几类，本研究评估了137所学校中的12个缺勤计划，并在全州范围内对1,606名青年进行了抽样评估，该计划提供了出勤率数据使用通用的测量系统。研究结果表明，缺勤率最高的青年（第3级）在干预期间出勤率显着提高，而缺勤较少的年轻人（1A，1B和2级）并没有显着提高出勤率。使用混合重复测量分析将课程前的出勤率与课程中的出勤率进行比较，结果表明，按等级分类和学校可以解释旷课和无故缺勤的出勤率变化。对缺勤和等级分类使用通用度量是一个有用的框架，用于比较不同学校，学区和州的出勤率可能有所不同的各计划之间的出勤模式和计划成功。结果显示，按等级分类和学校可以解释因故缺课和无故缺勤的出勤率变化。对缺勤和等级分类使用通用度量是一个有用的框架，用于比较不同学校，学区和州的出勤率可能有所不同的各计划之间的出勤模式和计划成功。结果显示，按等级分类和学校可以解释因故缺课和无故缺勤的出勤率变化。使用缺勤率和等级分类的通用度量是一个有用的框架，用于比较不同学校，学区和州的出勤率可能有所不同的课程之间的出勤模式和课程成功。