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https://www.attendanceworks.org/resources/usage-policy-customizing/

What Do We Know About Chronic Absence?

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What is chronic absence?

Unexcused

absences

Chronic Absence

Chronic absence is different from truancy (unexcused absences only) or average daily attendance (how many students show up to school each day).

Chronic absence is missing so much school for any reason that a student is academically at risk.

Chronic absence is defined as missing 10 percent or more of school for any reason.

Excused

absences

Suspensions

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More likely to drop out of high school

High School

Lower achievement

Middle School

Inability to read on grade level

3rd Grade

High School

Middle School

3rd Grade

PK-1st Grade

Chronic Absence

PK-1st Grade

Improving attendance matters

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SAY:

Attendance matters. Students need to attend and engage in learning—whether it’s in a traditional brick-and-mortar school, an online program or a high-quality afterschool program—in order to benefit.

While showing up does not guarantee learning, a student who misses class cannot benefit. If a large number of students miss class, it’s an indication of challenges that require systemic solutions.

While good attendance from preschool onward leads to academic progress, poor attendance has a number of negative effects.

Research tells us that….

CLICK.

Chronic absence in kindergarten and 1st grade can lead to the inability to read on grade level by the end of 3^rd grade.

CLICK.

The inability to read on grade level by 3^rd grade leads to lower academic achievement in middle school.

CLICK.

Students who do not read on grade level are 4 times more likely to drop out of high school.

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Optional: POSITIVE STATEMENTS

PreK-1st Grade:

Students who attend regularly in the early grades perform better on measures of academic and social and emotional capacities.

3rd Grade:

Students who attend school regularly are more likely to be able to read proficiently by the end of 3rd grade.

Middle School:

Students who attend school regularly are more likely to have passing grades in middle school.

High School:

Students who attendance regularly are more likely to graduate from high school.

College Completion:

Students to attend school regularly in high school are more likely to persist in college and graduate.

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What’s the difference between ADA, truancy & chronic absence?

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Last revised: 5/26/2023

Addressing absenteeism requires shifting mindsets, policies and practices.

What’s the difference between chronic absence and truancy?

Truancy counts only unexcused absences

Chronic absence counts all absences

Truancy emphasizes compliance with school rules

Chronic absence emphasizes the impact of missed days and the benefits of being present

Truancy uses legal, typically more blaming and punitive solutions such as fining parents or taking away driving privileges

Chronic absence emphasize prevention, problem-solving and trauma-sensitive strategies

While truancy begins only when students are required to show up to school given their state compulsory education laws. But with chronic absence, family engagement to promote attendance can start much earlier- for example, in preK and K even if compulsory ed doesn’t start til age 6 or 7.

And finally, it cultivates student and family engagement so that families and students are not problems to be solved, but are active in designing the solutions. ADD TO TALKING POINTS HERE → add examples

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How “unexcused” label can affect response

Response to “Excused”	Response to “Unexcused”
✔ Help with homework	X Denial of help or no credit for homework
✔ Make-up exams	X No make-up exams
✔ Home tutoring provided	X Denial of class credit
	X Removal from extracurricular activities
	X Send notices of truancy
	*If unexcused absences accumulate despite�earlier outreach from schools and districts, courts can:
	> Fine students and parents
	> Require a community service program� or parenting program
	> Charge parents with a misdemeanor

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Chronic absence has nearly doubled

The number of chronically absent students grew from over 8 million to 14.7 million
Increases are occurring in tandem with significant drops in achievement
Early data from 2022–23 indicate rates remain high
Chronic absence is higher in early elementary, especially kindergarten and high school

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Chronically absent students are found in every locality –

with about a third in cities and a third in suburbs

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Chronically absent students are from all ethnic backgrounds but some groups are more affected

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Key chronic absence facts

Majority of Students

In SY 2021-22, the majority of students (66.5% vs 25% pre-pandemic) attended a school in which 20% or more of its students were chronically absent.

Majority of Schools

In SY 2021-22, the majority of schools (65% vs 28% pre-pandemic) were challenged by high (20-30%) and extreme (30% or more) rates of chronic absence.

Elementary Impact

The most rapid increase in chronic absence occurred in elementary schools with kindergarten especially affected.

Widening Inequities

Extreme levels of chronic absence n affect most schools with 75% of students receiving free and reduced price lunch (FRPL) and with large populations of non-white students. In 41% of districts with 75% student receiving FRPL, most schools face extreme levels of chronic absenteeism.

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The % of schools with extreme chronic absence increased dramatically in schools with higher levels of poverty; this pattern is similar for schools with 75% non-white students

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Family Engagement

Student Connectedness

Health

Community Schools

Woven together into a systemic, tiered approach informed by data / student success systems.

Reducing high chronic absence requires a systemic, multipronged district approach

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Examples: Intensive Technical Assistance & Coaching

Lowest

performing

schools

Examples: Community of Practice or

Targeted Investment in Key Program

Districts with High Levels of Chronic Absence

Examples: State Guidance on Effective Practices

State Messaging Campaign

State Support for All Schools & Districts

States must be prepared to address chronic absence that is both widespread and concentrated

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High levels of absence reflect an erosion in positive conditions for learning

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The key to reducing chronic absence is addressing what causes students to miss too much school

Barriers

Chronic and acute illness
Family responsibilities or home situation
Trauma
Poor transportation
Housing and food insecurity
Inequitable access to needed services (including health)
System involvement
Lack of predictable schedules for learning
Lack of access to technology
Community violence

Aversion

Struggling academically and/or behaviorally
Unwelcoming school climate
Social and peer challenges
Anxiety
Biased disciplinary and suspension practices
Undiagnosed disability and/or lack of disability accommodations
Caregivers had negative educational experiences

Disengagements

Lack of challenging, culturally responsive instruction
Bored
No meaningful relationships to adults in the school (especially given staff shortages)
Lack of enrichment opportunities
Lack of academic and behavioral support
Failure to earn credits
Need to work conflicts with being in high school

Misconceptions

Absences are only a problem if they are unexcused
Missing 2 days per month doesn’t affect learning

Lose track and underestimate TOTAL absences
Assume students must stay home for any symptom of illness

Attendance only matters in the older grades
Suspensions don’t count as absence

https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/3-tiers-of-intervention/root-causes/

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AW and JHU data analysis and blog series

Rising tide of chronic absence challenges schools released October 12. (Focus: Chronic absence affects 2/3rds of students and schools)

All Hands On Deck, Today’s Chronic Absenteeism Requires a Comprehensive District Response and Srategy released November 17 (Focus: Demographics and Inequity)

Third Blog, January (3rd week) (Focus: State Reports & Action)

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