Truancy and Academic Performance Crisis: A Call for Intervention in New Orleans Charter Schools

Abstract

Truancy among elementary students is an escalating crisis that threatens academic achievement, particularly in public charter schools. This study explores the impact of truancy on student performance in Mathematics and Language Arts, by focusing on the Louisiana Educational Assessment Program (LEAP) test scores. This study analyzed data from the 2022-2023 and 2023-2024 academic years, to examine a sample of 159 truant students out of 550 enrolled in a New Orleans charter school. Using a descriptive-correlational design and regression analysis in SPSS 20.0, findings reveal that chronic truancy is a significant predictor of poor academic outcomes. In Language Arts, 53% of truant students score in the Unsatisfactory and Approaching Basic categories (estimate = 2.116, p < 0.001), while in Mathematics, only 9.4% achieve Mastery, with none reaching Advanced (estimate = 2.047, p < 0.001). These results underscore the urgent need for targeted interventions. Although gender and ethnicity do not show statistically significant effects, the overarching issue remains that truancy undermines student success. Addressing this crisis requires stricter attendance policies, enhanced parental involvement, and academic support systems to mitigate the long-term consequences of chronic absenteeism on student achievement.

KEYWORDS: Truancy, LEAP Projections, Academic Performance, Mathematics, Language Arts, Charter Schools, Elementary, Academic Support.

DOI: 10.7176/RHSS/15-4-02

Publication date: May 28^th 2025