Chronic absenteeism has risen drastically in our country — increasing from 16% of students before the COVID-19 pandemic to nearly 30% by the 2021-22 school year. During the 2021-22 school year, 14.7 million students missed so much school they were at academic risk. When schools experience such high levels of chronic absence, the education experience of all students — not just those frequently missing school — is adversely affected.
A close look at 2021-22 school year data reveals that every state in the country experienced a substantial increase in the number of schools and districts with high and extreme levels of chronic absenteeism.
States play a critical role in advancing effective approaches to improve attendance in schools because current levels of chronic absence can easily overwhelm a district’s capacity to respond.
To assist states, our team used available 2021-22 school year data to produce charts for every state showing levels of high and extreme chronic absence. A short data highlight report is available for each state. You can also view the data on this interactive map. If possible, states may benefit most from conducting their own analysis with 2022-23 school year data since it is not yet available at the federal level.
States can consider adopting a tiered approach. They can offer basic resources to help all schools and districts, particularly those with limited experience addressing chronic absence, and offer more intensive support to the districts facing the most significant attendance challenges. In a tiered approach, state actions may include:
Publishing comparable, timely and accurate data. Publicly available data helps everyone — educators, families, policymakers and potential community partners — understand where action is needed. States can ensure comparable data among districts by providing a common definition for a day of attendance and ensuring all absences (i.e., excused, unexcused and suspensions) are included in their chronic absence data calculations. Connecticut, Massachusetts and Rhode Island publish chronic absence data frequently so action can be taken throughout the year.
Creating and promoting messaging about the importance of attendance every day for student success and well-being. Long periods of virtual learning may have led some to think in-person attendance no longer matters. However, state leaders (e.g., governors, state chief school officers, public health agency directors, policymakers and agency leaders) can collaborate on messaging that can be tailored locally to reinforce the importance of attendance. Excellent examples of state campaigns include New Mexico, Massachusetts and Rhode Island.
Building capacity to address chronic absence. For example, Ohio offers an 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 so attendance improvement efforts augment existing resources.
Integrating attention to chronic absence into existing initiatives. Existing programs and initiatives such as family engagement, expanded learning, intensive tutoring, community schools and science of reading efforts can incorporate efforts designed to increase engagement and attendance. Connecticut, for example, integrated attendance into family engagement strategies. Virginia’s campaign, ALL In VA, combines a dual focus on attendance and intensive tutoring.
Creating a tailored action plan based on current data and existing resources. To determine where additional capacity is most needed, states can take stock of existing resources and combine that analysis with data examining how much particular schools, districts and student groups are affected by chronic absence.
Re-establishing regular student attendance will require thoughtful and sustained planning and action. While national data for 2022-23 has not been released, available state data shows chronic absence is starting to decline from its peak in 2021-22 but remains high.
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 students are present in school to benefit. If you are interested in learning more, listen in to this recent webinar on Comprehensive State Strategies to Reduce Chronic Absence.
