Model Program

Pueblo City Schools Project Respect Truancy Reduction Program

315 West 11th Street
Pueblo, CO 81003

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Contact Information:
Ms. Terri L. Martinez-McGraw
Terri Martinez-McGraw

Program Specification:






Limited Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:

Middle School
High School




Other Participation Criteria:

All Ethnicities


The goal of the Pueblo City School Project Respect Program is to reduce the truancy rate by identifying the causes of truancy and implementing effective interventions in order to give all children the educational opportunities they deserve. Research indicates that truancy often leads to a life of delinquency and crime. Truancy Prevention in Pueblo, Colorado is taken very seriously. Pueblo School District 60 and the 10th Judicial District Court have taken an aggressive stance in the fight of truancy reduction. The goals of the Truancy Reduction Program is to address underlying risk factors for truancy: Improve school attendance for targeted students; Improve the academic outcomes for students; Improve students social-emotional; Increase student and family access to services in the community; Decrease Juvenile Delinquency recidivism.

Program Descriptors Include:
Early Childhood Education, Mentoring/Tutoring, Service Learning, Professional Development, Academic Improvement, Alternative Education, Attendance/Truancy, Behavior Management/Discipline, Bi-lingual/ESL, Bullying/Violence, Career Education, Community Collaboration, Computer Assisted Instruction, Counseling/Advisories/Coaches, Credit Recovery, Extended-School/Summer Program, Extra Curricular, Family/Parental Involvement, Homeless, Literacy Development, Middle/Early College, Study Skills, Substance Abuse, Teen Pregnancy, Transition Program, Ninth Grade Academy, Small Learning Communities

Strategies for Locating Students:

Starting Date: 1999
Students Served Per Year: 250-500
Reenrolled Students with Disabilities: N/A
Last Verified: 2010

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • High-risk social behavior
  • Highly socially active outside of school
  • Low achievement
  • Retention/overage for grade
  • Poor attendance
  • Low educational expectations
  • Lack of effort
  • Low commitment to school
  • No extracurricular participation
  • Misbehavior
  • Early aggression

Family factors

  • Low socioeconomic status
  • High family mobility
  • Low education level of parents
  • Large number of siblings
  • Not living with both natural parents
  • Family disruption
  • Low educational expectations
  • Sibling(s) has dropped out
  • Low contact with school
  • Lack of conversations about school

School factors

  • Limited resources: expenditures per student/ teacher salaries/ student-teacher ratios
  • School size: too small/too large
  • Race/ethnicity
  • School math achievement

Community factors

  • Family composition/socioeconomic status
  • Local labor market/neighborhood stability
  • Youth social attitudes

Program promotes the following:


  • Involvement with positive peer activities
  • Perception of support from adults and peers


  • Healthy/conventional beliefs and standards
  • Positive/resilient temperament


  • Social competencies
  • Self efficacy


  • Problem-solving skills
  • Flexibility


  • High expectations by community, family, school, and self
  • Optimistic

Program Resources:

Annual Cost:

The annual cost range of the program is over $500,000 or less than $500 per student.

Funding Sources Include:

Program Staff Includes:

Federal Agencies
State Agencies
Local/City/County Agencies
School Districts
Service Clubs

Social Workers
Graduation Coaches
School Administrators

Materials Used:

Supporting / Partner Organizations:

Instructional Texts/Manuals
Computer/Internet Based

Catholic Chariites, 10th Judicial District Court, SB 94, Department of Social Services, Drug/Alcohol agencies, mental health agencies, food distribution center, workforce development, College, University, Private donors, City Leadership, YMCA, YWCA, Boys and Girls Club

Evaluation Information:

The Truancy Reduction Program served 168 students in the 2008-2009 school year. Students came from Risley Middle School (27), East High School (47), and the Keating Education Center (94). Eighty-eight students (52%) were new to the program this year, and 80 (48%) were continuing from the past school year. Eight-four percent of the students were Hispanic/Latino, 13% were Caucasian, 1% were Black, and the remainder were of other or mixed ethnic heritage. There were 52% boys and 48% girls served. The majority (50%) were in 9th grade and the remainder were in 6th-8th (26%) or 10th and 11th (24%) grades. Students were referred from truancy court or the school for persistent, chronic nonattendance problems. Students averaged about 29 absences in the prior school year. Many students had a variety of other referral issues, including: Chronic tardiness to school in the prior year: Tardies to school averaged 21 per student in the prior year; Significant behavior problems reported at school: Office referrals averaged 8 per student in the prior year; Significant issues with academic performance: 69% percent of the students had at least one failing grade in core academics last year (math, language arts, reading), 19% had failed all three core classes, 76% were below proficiency on the CSAP reading test last year, 88% were below proficiency on the math test, and 85% were below proficiency on the writing test. Forty-six percent had prior or current juvenile justice involvement. Sixty-six had been summoned to court and were pre-adjudicated. Nine were on probation through the courts. Two were in court ordered diversion programs. Students reported a variety of interests, on which the program built to enhance attachment to school and improve self-worth and self-esteem: Forty-two percent of the students reported interest in art; Seventy-seven percent were interested in learning about or playing music; Thirty-three percent expressed interest in sports; Nineteen percent expressed a desire to learn about and work with computers.

How evaluation data was collected:
Outside experimental studies
Data collected and analyzed at state or organizational level