Chronic Absenteeism in Schools: A Shift Towards Improvement
Chronic absenteeism in K-12 schools, which nearly doubled during the pandemic, is finally showing signs of improvement across the United States. Defined as missing at least 10% of the school year, or approximately 18 days in most states, chronic absenteeism has been a significant concern for educators and policymakers.
The improvement in attendance is attributed to concerted efforts by states to address the issue. Carl Felton, III, a policy analyst at EdTrust, stated, “Thousands of students have returned to schools, which means that states are putting in the work.”
Felton’s recent report highlights policies in 22 states and Washington, D.C., that have contributed to better student attendance. The report emphasizes the importance of collecting reliable data and investing in early intervention and outreach programs rather than relying on punitive measures.
Addressing the Rise in Absenteeism
Chronic absenteeism rates soared from 15% in 2019 to 28% in 2022, according to a report from the American Enterprise Institute. The increase was partly due to the pandemic’s impact on education systems, making it more challenging for students to attend school regularly.
Research indicates that chronic absenteeism is linked to lower academic achievement and a higher probability of dropping out of high school.
Shifting from Punitive Measures to Supportive Interventions
Felton emphasizes the need to move away from punitive practices, such as corporal punishment and suspensions for minor infractions, which still occur in some states. According to federal data, over 69,000 students received corporal punishment during the 2017-18 school year.
“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 said. He advocates for supportive measures like after-school programs and mental health services to foster a positive school climate, stating, “These are the practices that we know can reduce chronic absenteeism because they address root causes.”
States such as Connecticut and Maryland have invested millions in wrap-around services, while California has allocated billions to these efforts.
Felton asserts, “Not until you reach people, are you really able to address problems. 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 and Utilization
Felton’s report underscores the necessity of high-quality data collection on absenteeism to direct resources to the most at-risk populations. “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,” he emphasized.
He also points out that many states publish attendance data infrequently, making timely responses to absenteeism challenging. Connecticut, with its monthly data releases, serves as a model, boasting one of the lowest absenteeism rates. Only about half of the states Felton analyzed require daily attendance tracking with clear standards, a practice he believes should be universal.
“Students and families need to know what measurement they’re being held accountable to so that they won’t be chronically absent,” Felton said, noting that clear metrics would enable better support from teachers and administrators.
