Efforts to Curb Chronic Absenteeism in Schools Show Promising Results
The challenge of chronic absenteeism in K-12 schools, which saw a steep rise during the pandemic, is now on a path to recovery. Recent trends indicate that attendance issues are being addressed effectively, thanks to concerted efforts by states and schools.
Chronic absenteeism is defined as missing 10% or more of the school year, which equates to about 18 days in most states, regardless of whether the absences are excused or not.
Carl Felton, III, a policy analyst at EdTrust, commented, “Thousands of students have returned to schools, which means that states are putting in the work.” EdTrust is a nonprofit organization that champions the cause of underrepresented students.
Felton’s recent report examines policies in 22 states plus Washington, D.C., that have contributed to improving student attendance. The report emphasizes the importance of gathering reliable data and investing in early intervention and outreach programs rather than resorting to punitive measures.
He added, “The things that we want to see happen are happening.”
Data analyses, such as those from Attendance Works and the FutureEd, highlighted a rise in absenteeism rates from 15% in 2019 to 28% in 2022. This was corroborated by a report by the American Enterprise Institute.
Research has consistently shown a link between chronic absenteeism and lower academic performance, as well as increased dropout rates.
Transforming School Practices for Better Attendance
Felton’s report underscores the need to abolish punitive practices, particularly corporal punishment, and excessive penalties like suspensions for minor infractions. Such measures can damage the bond between students and educators and deter students from attending school.
Despite this, some states, especially in the South, continue to use corporal punishment. According to federal data, over 69,000 K-12 public school students experienced corporal punishment in the 2017-18 school year. (More recent federal data reflects a decline due to remote learning during the pandemic.)
“In order for a student to want to be in the school environment they need to know that they are cared for and that the adults in the building have their best interests at heart,” Felton noted. “You can hold students accountable without harming them.”
Felton advocates for research-backed services like after-school programs and mental health supports to foster a positive school climate. “These are the practices that we know can reduce chronic absenteeism because they address root causes,” he said.
States like Connecticut and Maryland have invested millions in services, including mental health support and home visits, while California has allocated billions for similar efforts.
“Not until you reach people, are you really able to address problems,” Felton emphasized. “We need to prioritize investments and policies that focus on engaging students and families, and making sure they get the support they need to show up daily.”
Enhancing Data Collection for Effective Solutions
Felton’s report stresses the critical role of high-quality data in tackling absenteeism. Without it, resources might not adequately reach the students most in need, including students of color, those from low-income backgrounds, students with disabilities, and English language learners.
“If the funding is not reaching the student groups that are most chronically absent, then states and [state education agencies] need to rethink their strategy and investment,” Felton stated.
Felton also pointed out that the frequency of data collection is crucial. While many states publish attendance data quarterly or annually, Connecticut does so monthly, contributing to its lower rates of absenteeism.
Currently, only about half of the states surveyed require daily attendance tracking and have clear standards for student presence. Felton believes this needs to change, stating, “Students and families need to know what measurement they’re being held accountable to so that they won’t be chronically absent.”
Clear metrics, according to Felton, would aid teachers and school administrators in better supporting students and their families.
