As part of its new state-wide school dashboard, which shows how schools and districts are progressing on measures such as test scores, graduation rates, and suspension rates, California will be adopting chronic absenteeism as a central measure of school performance. Chronic absenteeism, which is defined as missing at least 10 percent of school days, will be included in the dashboard starting in 2018 as part of the state’s effort to expand its measure of school and student success beyond the traditional picture of test scores alone.
Last week, for the first time, the state released state-wide, school-level data on chronic absenteeism since it started collecting it two years ago. The data reveal that more than 1 in 10 students were chronically absent last year, and that, unsurprisingly, schools’ most vulnerable populations experienced even higher rates: 1 out of 4 foster children were chronically absent, as were 1 out of 5 homeless students, students with disabilities, African-American students, and Native-American students. The negative impact of these troubling numbers is borne out by the research, which speaks loudly to the effects of chronic absenteeism on students’ learning and development, especially in early grades. According to research studies, chronically absent students have a reduced likelihood of reading proficiently by 3rd grade and an increased likelihood of dropping out in high school—and chronic absenteeism disproportionately impacts these outcomes for students living in poverty, students of color, and students with disabilities.
Last week, for the first time, the state released state-wide, school-level data on chronic absenteeism since it started collecting it two years ago. The data reveal that more than 1 in 10 students were chronically absent last year, and that, unsurprisingly, schools’ most vulnerable populations experienced even higher rates: 1 out of 4 foster children were chronically absent, as were 1 out of 5 homeless students, students with disabilities, African-American students, and Native-American students. The negative impact of these troubling numbers is borne out by the research, which speaks loudly to the effects of chronic absenteeism on students’ learning and development, especially in early grades. According to research studies, chronically absent students have a reduced likelihood of reading proficiently by 3rd grade and an increased likelihood of dropping out in high school—and chronic absenteeism disproportionately impacts these outcomes for students living in poverty, students of color, and students with disabilities.
In light of this daunting reality, I did my best to embrace Seneca’s value of HOPE and went searching for existing resources that schools can put to use in addressing chronic absenteeism. One resource I came across is Attendance Works, an SF-based organization whose mission is explicitly to advance student success by reducing chronic absence. Attendance Works has a ton of resources on their website—including posters and banners for messaging, handouts for families, and videos for school staff—as well as links to research, current news, and guides for action on chronic absenteeism. They also offer affordable technical assistance options to schools and districts around the country, such as this case study of their work with an OUSD middle school. Chronic absenteeism is no doubt an enormous hill to climb, and the complex result of many of the toughest challenges our students and families face, but some of these resources can hopefully help bring to focus what a first step might be in addressing it.
Blog post written by:
Sean Murphy, Assistant Director of Program Assessment and Evaluation
Sean Murphy, Assistant Director of Program Assessment and Evaluation
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