- Publish comparable, timely and accurate data. Publicly available data helps everyone - educators, families, policy makers and potential community partners understand where action is needed. Public scrutiny also helps with data accuracy since people are likely to raise concerns if they notice data that appears to be inconsistent or inaccurate.While reporting chronic absence data on state report cards is required by the federal government, the details of how that data is collected and reported are left to the discretion of SEAs. States can ensure comparable data among districts by providing a common definition for a day of attendance and ensuring all absences (excused, unexcused and suspensions) are included in their chronic absence data calculations. Recognizing the importance of timely data, many states are publishing prior year data as early as possible. A few – Massachusetts, Rhode Island and Connecticut –publish chronic absence data more frequently so action can be taken throughout the year.
- Create and promote messaging about the importance of attendance every day for student success and well-being. Such messaging is especially critical now since long periods of virtual learning may have led some families to think showing up in person to school no longer matters. After being told that students should stay home for any sign of illness during the pandemic, many families are unaware that such practices are no longer advisable. As illustrated in this health guidance co-released by Attendance Works, Kaiser Permanente and the National Association of School Nurses, students can still attend school even with a minor symptom such as a sniffle or mild stomach ache. State leaders –governors, state chief school officers, public health agency directors– as well as key policy makers and agencies can collaborate on messaging that can be tailored locally. Excellent examples of state campaigns include New Mexico, Connecticut, Massachusetts and Rhode Island. More resources are available through our national Attendance Awareness Campaign which will soon be updated for 2024.
- Build capacity to address chronic absence. Ohio, for example, offers an online Attendance Guide that explains state law and offers early intervention practices. At the same time, with support from Attendance Works, the Ohio Department of Education and Workforce is strengthening the capacity of its staff and regional intermediaries to offer high quality technical assistance. Rather than creating a separate set of supports, Ohio is building on statewide investments in Positive Behavior Intervention and Supports (PBIS) so attendance improvement efforts augment existing resources.SEA's can create training and professional development materials that districts and schools can use to build staff capacity to enact high-leverage, evidence-based approaches to reducing chronic absenteeism like family engagement, student connectedness, addressing health and safety issues, expanding community partnerships and student success systems.
- Integrate attention to chronic absence into existing initiatives. Existing programs and initiatives such as family engagement, expanded learning, intensive tutoring, community schools, science of reading efforts and so on, can incorporate efforts designed to increase engagement and attendance. Chronic absence data can be used to identify which students, schools and districts receive these resources. Attendance data can also be used to determine if the program is reaching students and to inform continuous improvement.Several states are adding attendance to ongoing efforts. Connecticut, for example, integrated attendance into family engagement strategies. The state used chronic absence data as a key criteria for determining which districts and schools benefited from their Learner Engagement and Attendance (LEAP) home visiting program. The California Department of Education offered webinars helping expanded learning programs understand why and how they can address chronic absence. Virginia’s campaign, ALL In VA, combines a dual focus on attendance and intensive tutoring
- Limit ineffective punitive responses. In general, research finds a punitive approach does not work because it does not address the underlying issues that cause students to miss school. Moreover it can alienate students and families, making it difficult to identify meaningful solutions. This is why there is a growing movement to limit punitive approaches and ensure that if they are used, it is only as a last resort. A large number of states have banned suspensions as a response to truancy. Texas in 2015 decriminalized truancy and required districts to provide behavior improvement plans, school-based community service or counseling referrals. Ohio in 2016 required districts to provide truancy intervention plans.
- Create a tailored action plan based on current data and existing resources. A key initial step for each state is to take stock of existing resources to understand strengths and gaps. What data, guidance or support are in place? What programming ( PBIS, MTSS, expanded learning, family engagement, early childhood programming, health supports, etc.) can be leveraged, and which entities are in place or could be equipped to build capacity among districts and schools? To determine where additional capacity is most needed, states can combine the results of such an inventory with data examining how much particular schools, districts and student groups are affected by chronic absence.The pandemic-induced extreme levels of absenteeism are an urgent call to action for state education leaders and their partners to step up and make student attendance, engagement and well-being a top priority. Re-establishing a routine of regular attendance will require thoughtful and sustained planning and action. When all is said and done, we know that efforts to support student’s academic recovery –and improve learning and well-being outcomes for all students – are unlikely to have the desired results unless children and youth are present in school to benefit. This analysis is the final in a three-part series of articles unpacking the recent chronic absence data collection released by the U.S. Department of Education for the 2021-22 school year. Read part one, Rising Tide of Chronic Absence Challenges Schools, and part two All Hands on Deck: Today’s Chronic Absenteeism Requires A Comprehensive District Response and Strategy. By Hedy Chang, Executive Director, Attendance Works; Robert Balfanz, Director, Everyone Graduates Center, Johns Hopkins University; and Vaughan Byrnes, Senior Research Associate, Everyone Graduates Center, Johns Hopkins University. Interactive map developed by Daniel Princiotta, Assistant Research Scientist, Center for Social Organization of Schools, Johns Hopkins University.