These reports are organized alphabetically by state.


    • In School-On Track, California Attorney General, 2016. This annual report documents the extent and impact of elementary chronic absence and truancy since 2013. The 2016 report draws from a sample of almost 500,000 elementary students from nearly 200 districts and shows that nearly 7 percent of these students were chronically absent. It also describes significant progress being made as districts take action to improve attendance. Infographics help explain the report findings. Click here for the previous years’reports.



    • Screen Shot 2016-04-27 at 9.56.03 AMSchool Attendance Patterns in Iowa: Chronic Absence in the Early Grades, Child & Family Policy Center, April 2016. This report is an analysis of absenteeism in Iowa of early-elementary students from the 2010-11 school year through third grade in 2013-14. The analysis finds that one-third of all districts and nearly 40 percent of elementary schools have rates of chronic absence among kindergartners in excess of 10 percent. The report used data on over 37,000 students from the Iowa Department of Education’s longitudinal data system. Students are disaggregated by grade, race/ethnicity, disability status and eligibility for free lunch programs.


      • Mississippi KIDS COUNT 2017 Factbook.  The 2017 Factbook includes information in the MS Kids Count picareas of children’s education, health, and economic well-being within the context of their family and community.
      • Empty Seats: Mississippi School Attendance Officers’ Perspectives on Chronic Absence, April 2017 Mississippi KIDS COUNT partnered with the Mississippi Department of Education to track chronic absenteeism across the state.Screen Shot 2017-04-10 at 4.39.56 PM During the 2014/15 school year, the statewide chronic absence rate dropped to 13 percent, down from 15 percent during the 2013/14 school year. A web-based survey of school attendance officers in the state collected critical information about why children miss school and how school districts handle attendance issues. Thirty-two percent of respondents cited adverse events in the child’s home life as the most frequent cause of chronic absence.
      • Counting the Future, Mississippi KIDS COUNT, February 2016.
        This report is based on the 2015 report by Mississippi KIDS COUNT that analyzed state and district-level data. Counting the Future expands on the 2015 results by using student-level data to investigate the effects of chronic absence on student outcomes. The analysis finds that chronic absence rates start high in kindergarten, decrease through elementary school years, and increase again in middle and high school. During the 2013/14 school year, 14% of kindergartners, 15% of 8th graders, and 36% of 12th graders were chronically absent.


      • Present and Counting: A Look at Chronic Absenteeism in Mississippi Schools, Mississippi KIDS COUNT, March 2015.
      • District-by-District Breakdown
        An analysis released in March 2015 showed that 15 percent of Mississippi public school students (74,299) were chronically absent during the 2013-14 school year. Absentee rates were high in kindergarten (14%), tapered off in early elementary years, and increased steadily throughout middle school and high school. The highest proportion was 36 percent in grade 12. Using data provided by the Mississippi Department of Education, researchers at Mississippi KIDS COUNT compared average daily attendance percentages to those of chronic absence in 152 of the state’s school districts. Despite an overall state average daily attendance rate of 93 percent, there were still 130 school districts with at least 10 percent of their students chronically absent and 11 districts with 20 percent or more.

New Jersey


      • Chronic Absenteeism Report, Oregon’s Chief Education Office, May 2016.Screen Shot 2016-05-29 at 3.49.04 PM This report combines analyses of chronic absence data with data drawn from 44 focus group interviews with parents and students to present a comprehensive examination of attendance barriers in the state. The report shows that 20% of all students were chronically absent in 2013-14. Both Native American students and students with disabilities were identified as experiencing higher barriers when compared with students in other groups. Two themes were identified in the qualitative analysis: addressing chronic absence in Oregon requires culturally responsive practices, and must address systemic barriers.
      • Showing Up, Staying In, the Children’s Institute, Winter 2014-15. This report examines the ways the state can begin to effectively address Oregon’s chronic absence epidemic, with a particular focus on reaching at-risk children as early as possible. The report focuses on two high-needs school districts that have implemented effective strategies to change their rates of chronic absence, especially in the early grades

Rhode Island

        The Rhode Island Data Hub, a coalition that includes the state Department of Education, other state agencies and the Providence Plan, analyzed attendance data to assess the effect of absenteeism on achievement. The reports include:

      • Chronic Absenteeism Among Kindergarten Students, Rhode Island Data HUB, 2015. This report followed a cohort of students through several years and found that those who were chronically absent in kindergarten were 20% less likely to score proficient or higher in reading, 25% less likely to score proficient or higher in math, twice as likely to be retained in grade, twice as likely to be suspended by the end of seventh grade, and more likely to continue being chronically absent.
      • High School Absenteeism and College Persistence, Rhode Island Data HUB, 2015. This study followed the high school graduating class of 2009 from their freshman year of high school through college. Researchers found that 20% of the students who graduated were chronically absent, and about 34% of the chronically absent graduates went on to college or a post-secondary setting. Only 11% of the chronically absent students went on to a second year of post-secondary education, compared to 51% of other students.


      • Chronic Absenteeism in Tennessee’s Early Grades, Tennessee Department of Education, February, 2016. This report documents that 10% of students in grades K-3 are chronically absent. It shows that chronically absent students are less likely to read by the end of the third grade than demographically similar peers, and shows that chronic absence is concentrated among economically disadvantaged schools and a sub-set of schools.


  • houstonFinck, Julie Baker, Ph.D., When Students Miss School: The High Cost to Houston, Barbara Bush Houston Literacy Foundation, September, 14, 2015. The report provides a detailed look at chronic absence in the Houston Independent School District for the 2014-2015 school year, when about 9.3 percent of students missed 10 percent or more of the school year. The report explores the impact poor attendance has on student achievement, classroom instruction and district finances. It illustrates chronic absence issues across grades and demographics, explains the interrelationship between chronic absence and reading achievement levels and offers an evidenced-based, community approach to increasing attendance rates, and ultimately achievement and graduation rates.
  • Screen Shot 2015-11-03 at 5.34.46 PMAttendance Matters: White Paper on Chronic Absenteeism in San Antonio Schools, P16Plus Council of Greater Bexar County, August, 2015.The study revealed both the scope of chronic absence and the impact of interventions involving more than 5,000 students, finding that 12.8 percent of the students were chronically absent. Nearly a quarter of 12th graders missed that much school, with girls missing more school than boys in their final year. As much as 24 percent of economically disadvantaged students were chronically absent, compared to 6 percent of those with no economic disadvantage. And, 72 percent of the chronically absent students who received interventions during the year improved their attendance rates, while 44 percent were no longer chronically absent by the end of the year.



    • Miller, Luke, and Amanda Johnson, Chronic Absenteeism in Virginia and the Challenged School Divisions: A Descriptive Analysis of Patterns and Correlates, University of Virginia, September, 2016.
      Screen Shot 2017-01-13 at 2.42.02 PM
      The report finds that one of every 10 students in Virginia was chronically absent in the 2014-15 school year, with higher rates in Norfolk (1 out of every 7 students), in Richmond and Petersburg (1 out of every 5 students). The analysis shows that chronic absenteeism rates are particularly high among high-schoolers, low performing students and students who move between schools. Using data from the Virginia Longitudinal Data System that span the school years 2004-05 to 2014-15 school year, the analysis gives an initial look at chronic absence in Virginia and three challenged school divisions. While the authors recommend additional research, they note their findings can be used to inform the state’s developing policy and research on chronic absenteeism and can serve as a benchmark to judge interventions.