Truancy Assessment and Resource Center (TARC) is a one-stop resource center for truancy intervention services and supports. TARC’s target population includes middle and high school students who attend the San Francisco Unified School District (SFUSD). The center receives referrals from local community-based organizations, SFUSD administrators, San Francisco Police, and Sheriff Offices, representatives from the San Francisco District Attorney’s Office, parents/caregivers, and other partners. TARC delivers truancy intervention services through case management to youth who are habitually or chronically truant (e.g., more than 10 unexcused absences). Additionally, TARC provides educational advocacy by working with SFUSD teacher and principals to place students, establish information and referral protocols, and conduct bio/psycho/social assessments to identify areas of need. In total, the primary goal of TARC is to reconnect and re-engage truant students with academic environments so that they improve their daily attendance rates and move closer to successful high school graduation and/or academic program completion.



TARC Core Values

  1. What you do matters = Community impact
  2. One vision, one language = When there’s unity, we’re unstoppable
  3. Excellence is not perfection = Give your best
  4. Courage = Don’t be afraid to fail and grow from it
  5. Generosity = Going beyond to meet a need
  6. Lead to inspire = Great leaders produce other leaders

Truancy Prevention: Elementary Schools

A partnership project of Urban Services, The School District, First Five and the Hope Initiative to rebuild four key neighborhoods, in support of the Hope communities to improve the academic development of elementary school students by improving attendance and academic performance. 

Our mission is to change the students’ attendance behavior and as a result improve their academic development and promote parents’ engagement and integration at their students’ school. 




We use several strategies to impact attendance and academic performance of students in the following way: 
At the school level we work with the Attendance team and the administration to help them to engage parents and to create a welcoming environment for parents. 

  • We organize educational workshops at the school and throughout the neighborhoods to promote awareness of school life in the community
  • Organize educational campaigns in the neighborhood and at the school.
  • Organize attendance campaigns 
  • Do home visits as needed and refer families to the comprehensive services that Urban offers by serving the bridge between families and resources.

​For Students

  • At Starr King: The Lucky 13 Club 
  • At Daniel Webster The Reading Club 
  • At Daniel Webster the Early engagement program. 

The Educational program for students serve as an incentive and connection to the students and their families 

Objectives of the Children Reading Clubs

  1. Motivate them to attend school 
  2. Support students academically 
  3. Identified issues that students face at home and offer support to parents 
  4. Work with students to change the in-classroom behavior 
  5. Celebrate their small victories


At Starr King, we started with 15 students from which we had a 90% change on attendance behavior. At Daniel Webster, we had significant changes with the students from Potrero Hill as we partnered with the Walk to School program of Healthy Generations. We refer students that need extra support and offer The Early Morning Enrichment program for free, so students come to school early and could read. 

The Afternoon Reading Club: Hosted in partnership with Daniel Webster (OST) Out of school program and work in coordination with teachers and the San Francisco Public Library to support reading at school and at home by providing once a week reading and books for students to take home. The After School Reading Club: currently has 45 students that meet weekly to read and write. Typically, students are behind on their reading - our goal is to move them at least two levels up as well as keeping them in school. 



Damon Whitaker

Damon has committed over nine years to bringing transformational impact to the community by helping youth and families break limitations in their own lives through educational achievement.


Betty Canton-Self

Is an educator working at Urban Services to promote academic success for low income communities. She obtained a Master of Arts in Education and Master of Theological studies in Berkeley and attended the John F. Kennedy School of Government to study leadership for changing world.