Monitoring Attendance in Distance Learning
Attendance Works is proposing a new data framework for monitoring attendance whether school is virtual or blended. This page is a work in progress and offers the latest version of this evolving framework. Check back to this page for updates.
Chronic absence (missing 10% or more of school) for the first seven months of the 2019-20 school year can alert educators to students and families who need extra attention when schools restart. As school districts and schools prepare for the next school year, they can combine data collected prior to school closure and during distance learning to assess who needs support.
For School Years 2020-21 and 2021-22, we recommend adding in four additional key metrics, Contact, Connectivity, Relationships and Participation, these metrics paint a holistic picture of whether students are positioned to benefit from distance and blended learning opportunities.
The section below offers a deeper rationale for our recommended metrics to monitor during the 2020-21 and 2021-22 school years.
We don’t know yet what the collective impact of the lost instructional time this past spring, coupled with even less participation in summer enrichment, will mean for all students and their academic learning.
We do know that showing up matters, and that when students show up to learn, they are more likely to be able to stay on-track, stay engaged and meet major educational milestones. It is more essential than ever to measure attendance and notice which students are facing difficulties in showing up for learning. Our responsibility to use data for early warning, and ensure we are helping schools, students, and families solve the barriers to learning, is paramount to ensuring long-term recovery from this moment.
Updated July 22, 2020