The national average rate of chronic absenteeism in K-12 schools has increased significantly in recent years. According to data from the US Department of Education, almost 14.7 million students, or 29.7 percent of the student population, were chronically absent in the 2021-22 school year.. Early data from the 2022-23 school year indicates minor improvement, with 27.85 percent of the student population is chronically absent. This data reveals a substantial increase from the pre-pandemic rate of 16 percent in 2019.
Chronic absenteeism is generally defined as missing at least 10 percent of school days per year, which is equivalent to 18 days in a typical 180-day school year. All Absences are counted as chronic absenteeism, including excused, unexcused, and suspensions. This definition differs from truancy, which only calculates unexcused absences. While the U.S. Department of Education cautions against scrutiny of data before and after the pandemic due to different adherence to the current definition of chronic absenteeism (some districts reported data on school absenteeism rather than total absences) , there has been a Undeniable increase in chronic absenteeism since 2019.
A student's academic performance and future opportunities can be negatively affected by chronic absenteeism. Research shows that chronically absent students are in increased risk of adverse outcomes in the futureincluding diminished health, Greater participation in the criminal justice system.and fewer job opportunities.
The impact of chronic absenteeism goes beyond the individual student; The entire nation is affected. Lower high school graduation rates caused by chronic absences can result in a underemployed population, negatively affecting economic productivity and stability. Chronic absenteeism tends to be more common in economically disadvantaged communities. This exacerbates existing social inequalities by limiting access to quality education and opportunities for upward mobility. The cumulative effect of chronic absenteeism can result in a less educated and more disconnected citizens, affecting the general social fabric of a nation. This can contribute to challenges related to civic participation and community development.
In 2023, the White House published a blog post emphasizing the issues of chronic absenteeism, its impact on learning, and the need for a comprehensive response to address it, a response that requires educators, families, and policymakers to work together to combat chronic absenteeism. For many school leaders, the first step is determine why students are not attending school.
Recently, EdSurge spoke with Jody O'Brienassistant superintendent of student services and equity in Marlborough Public Schools, Massachusetts, about their district's approach to chronic absenteeism. O'Brien, who has three decades of experience in the education field, coordinates several departments, including special education, English learners, nursing and counseling. His district is one of many realizing they need robust data tracking systems to effectively and quickly identify at-risk students and get to the root of what is causing chronic absences.
oto can play a crucial role in supporting chronically absent students. Otus provides educators with the tools and knowledge necessary to implement targeted interventions, track progress, and effectively collaborate with stakeholders to address underlying issues that contribute to chronic absenteeism.
EdSurge: How has the idea of chronic absenteeism changed over time?
O'Brien: Many school leaders previously asked about the type of absence: excused, doctor's note or unexcused. In the past, schools targeted students with many unexcused absences. These students are considered truants and there has been a punitive approach to addressing these absences, for example through the court system. Now, we are focusing on all absences a student has, excused or unexcused, because regardless of the reason, the student is missing valuable clear instruction that cannot be replicated.
Additionally, before the pandemic, many districts analyzed attendance data as a percentage of the total. For example, our high school has an average daily attendance rate of 97 percent, which means 97 percent of our students are here. However, as the pandemic forces a closer look at the increase in absences and the academic impact of those missed days, we must consider how some students lose that face-to-face time with their teacher. frequently. Although the attendance rate as a whole may seem good, too many students miss more than 10 percent of school days.
What patterns of chronic absenteeism exist within your school community, such as specific grade levels or student populations?
One thing that stands out is the percentage of elementary and middle school students who are chronically absent: about 20 percent. It is typical to see higher numbers of high school students marked as chronically absent, but at the elementary and middle school levels, there has definitely been an increase since COVID.
We have also noticed an increase in chronic absence of English language learners. About 40 percent of our students come from families where English is a second language, and 29 percent of our English learners are chronically absent. Our district is just beginning to dig into the data to understand patterns, but this information helps identify populations that are critical to address.
What barriers prevent students from regularly attending school and how can they be addressed?
Research on chronic absenteeism indicates that barriers include health problems, food insecurity, and other financial reasons. There is no single answer to chronic absenteeism; There are too many components here. For example, if the issue is that a student does not have access to health care or a provider, we need to connect that family with a comprehensive services coordinator who can help the family apply for health insurance. If the barrier is food insecurity, we should connect with a food pantry or other organizations to help the family meet their basic needs so the student does not have to worry about food and can focus on coming to school.
Our district is just beginning the systematic process of identifying and tracking chronically absent students. We need to do that before we can determine specific barriers for our students. We need to know the because before we can offer an effective solution for chronic absences.
(Massachusetts) has awarded grants to low-performing districts with higher percentages of chronically absent students. We are using those funds at the high school level to establish two reentry coaches. The role of those coaches is to work with a case group of students identified as chronically absent, develop a relationship with them, and have conversations to find out why they are not coming to school.
Developing a positive relationship with a teacher or coach, creating a sense of belonging within the school, and having a sense of safety are huge factors in reducing chronic absenteeism, especially for students of color and English learners.
It is also important to have a relationship with family. The school needs to work together with families to help them understand the importance of their children going to school, not only for academic reasons but also for their social-emotional and mental health needs. Chronic absenteeism also affects postsecondary outcomes, such as future financial well-being.
We have implemented a strategy using a communication tool that allows teachers and parents to communicate in different languages; has this translation feature to support our most common native languages: Portuguese, Spanish, and Haitian Creole. Not only are teachers able to quickly connect with parents, but we also do so in a non-punitive way to address absences. A teacher might say, “I missed seeing Johnny in class today. I hope he feels better. Is there something I need to know? How can I support you? This relationship building is an important step in reducing barriers and addressing chronic absenteeism.
