The national average chronic absenteeism rate in K-12 schools has increased significantly in recent years.According to data from the U.S. Department of Education, approximately In the 2021-22 academic year, 14.7 million students, representing 29.7 percent of the student population, were chronically absent.. Early data for the 2022-23 school year shows slight improvement. 27.85 percent of the student population is chronically absent. These data reveal a significant increase from 16 percent in 2019 before the pandemic.
Chronic absenteeism is generally defined as missing at least 10 percent of the school days in a year, which is equivalent to 18 days of a standard 180-day school year. all Absenteeism is counted as chronic absenteeism, which includes excused absences, unexcused absences, and suspensions. This definition differs from truancy, which only counts unexcused absences. The U.S. Department of Education has cautioned against scrutinizing pre- and post-pandemic data because support for the current definition of chronic absenteeism varies, but some school districts are reporting on truancy rather than outright absence. Data is reported. It cannot be denied that chronic absenteeism has increased rapidly since 2019..
Chronic absenteeism can negatively impact students’ academic performance and future opportunities. Research shows that students who are chronically absent are: High risk of adverse outcomes later in lifeinclude deterioration of health condition, Increased involvement in the criminal justice systemand fewer employment opportunities.
The effects of chronic absenteeism extend beyond the individual student. The entire country will be affected. The decline in high school graduation rates due to chronic absenteeism is underemployed population, negatively impact economic productivity and stability;.Chronic absenteeism is likely to occur more prevalent in economically disadvantaged communities. This limits access to quality education and opportunities for upward mobility, further exacerbating existing social inequalities. Due to the cumulative effects of chronic absenteeism, low education and more indifferent citizens, affecting the entire social structure of a nation. This may contribute to challenges related to civic engagement and community development.
In 2023, the White House blog post It highlights the problem of chronic absenteeism, its impact on learning, and the need for a comprehensive response to address it, which requires educators, families, and policy makers to work together to combat chronic absenteeism. There is. For many school leaders, the first step is: Identifying reasons why students do not attend school.
EdSurge recently spoke with: Jodie O’BrienAssociate Superintendent of Student Services and Equity. marlborough public school, Massachusetts, on the district’s approach to chronic absenteeism. With his 30 years of experience in the education field, Mr. O’Brien coordinates multiple departments including special education, English language learners, nursing, and counseling. Her district joins many districts that recognize the need for robust data tracking systems to effectively and quickly identify at-risk students and determine the causes of chronic absenteeism. It’s her one.
Otus They can play an important role in supporting students who are chronically absent. Otus provides the tools and tools you need to implement targeted interventions, track progress, and collaborate effectively with stakeholders to address the underlying issues contributing to chronic absenteeism. Provide insights to educators.
EdSurge: How has thinking about chronic absenteeism changed over time?
O’Brien: Many school leaders have previously asked about the types of absences: doctor’s certified absences, or unauthorized absences. Until now, schools have focused on students who have a high number of unexcused absences. These students are considered truants, and punitive approaches have been used, including through the court system, to address these absences. Currently, we are focusing on all student absences. Whatever the reason, students are missing out on valuable clear instruction that cannot be replicated.
Also, before the pandemic, many school districts looked at attendance data as a percentage of the total. For example, her average daily attendance rate at our high school is 97 percent. This means 97 percent of our students are here. But as the pandemic forces us to take a closer look at the rise in absenteeism and its impact on academics, we need to consider how some students are missing face-to-face time with their teachers. frequently. Although overall attendance looks good, too many students miss more than her 10% of school days.
What patterns of chronic absenteeism exist within the school community, such as specific grade levels or student populations?
What stands out is that approximately 20% of elementary and junior high school students are chronically absent. It is common for the number of high school students who are considered chronically absent to increase, but at the elementary and junior high school level, there has been a steady increase since the coronavirus outbreak.
We have also noticed an increase in the chronic absence of English language learners. Approximately 40 percent of our students come from homes where English is a second language, and 29 percent of our English learners are chronically absent. Our district is just beginning to take a closer look at the data to understand patterns, but this information will help us identify populations that are important to address.
What prevents students from attending school regularly and how can they be addressed?
Research on chronic absenteeism shows that health issues, food insecurity, and other economic reasons are barriers. There is no one-size-fits-all answer to chronic absenteeism. There are too many components here. For example, if a student’s lack of access to health care or health care providers is an issue, the family should be connected to a Comprehensive Services Coordinator who can help them apply for health insurance. If food insecurity is a barrier, partner with food pantries and other organizations to help families meet their basic needs so students can focus on school without worrying about food. is needed.
Our district has just begun a systematic process to identify and track students who are chronically absent. This must be done before determining student-specific barriers. What we need to know is why Before we can provide an effective solution to chronic absenteeism.
[Massachusetts] has provided grants to underperforming school districts with high rates of chronically absent students. We are using the funds to establish her two re-engagement coaches at the high school level. The role of these coaches is to work on a caseload of students identified as chronically absent, building relationships with students and having conversations to uncover why students are not coming to school.
Building positive relationships with teachers and coaches, building a sense of belonging, and feeling safe within the school are major factors in reducing chronic absenteeism, especially for students of color and English language learners.
Relationships with family are also important. Schools need to work with families to help them understand the importance of children attending school, not only for academic reasons, but also for social, emotional, and mental health needs. there is. Chronic absenteeism also affects secondary outcomes such as future economic well-being.
We have implemented strategies using communication tools that allow teachers and parents to communicate across different languages. This translation feature supports the more common native languages Portuguese, Spanish, and Haitian Creole. Not only are teachers able to contact parents quickly, but they are also doing so in a non-punitive way to address absences. The teacher might say, “I didn’t see Johnny in class today.” I hope he feels better. Is there anything I should know? How can I help? ” This relationship building is an important step in reducing barriers and addressing chronic absenteeism.
