Events
Spring 2024
Join us for an MEP Seminar Talk from Dr. Ericka Weathers on May 2nd!
Absence Unexcused: Using Administrative Data to Explore Patterns and Predictors of Habitual Truancy in Pennsylvania
While a substantial body of literature documents disparities in and consequences of absenteeism and truant behavior, less is known about truancy as defined in state laws. Habitual truancy, the policy category that can trigger external punitive responses, is particularly underexplored. The current study utilizes administrative data from the universe of Pennsylvania schools to examine longitudinal trends and school-level characteristics associated with habitual truancy between 2010-11 and 2017-18. Our findings indicate an increasing pattern of overall habitual truancy rates between 2010-11 (9%) and 2017-18 (13%). Rates are highest among Black and Hispanic students and in middle and high school grades. OLS regressions show that habitual truancy is positively associated with the share of students in a school who are Black and who qualify for free or reduced-price lunch, and higher exclusionary discipline and school police presence; and negatively associated with magnet schools. Our findings have implications for trends in inequality in habitual truancy and who might be subjected to the harmful effects of punitive responses to habitual truancy.
Ericka Weathers, PhD is an Assistant Professor of Education in the Policy, Organizations, Leadership, and Systems Division in the Graduate School of Education at the University of Pennsylvania. Dr. Weathers uses advanced quantitative research methods to conduct research related to K-12 educational inequality and education policy. Her research emphasizes two overarching questions. First, what are the processes and contexts that lead to and/or are associated with racial inequality in education? Second, how might K-12 education policies and practices reduce or exacerbate racial inequality in education? Dr. Weathers believes that studying mechanisms and education policies can inform implementation and/or efforts to improve K-12 educational programs and policies in ways that promote educational equity and justice. Her recent and current scholarship focuses on the relationship between school segregation and school funding disparities; the effects of education policies that criminalize student behavior (e.g., truancy policy and school officers); and racial disproportionality in special education. Her work has been funded by the Russell Sage Foundation and the National Academy of Education/Spencer Foundation. Dr. Weathers holds a Ph.D. in Education Policy from Stanford University, a M.A. in Policy Studies from the University of Washington Bothell, and a B.A. in Psychology from Hampton University.