Sentences with phrase «chronic school absence»

This policy brief looks at one response to the statewide problem of chronic school absence in New York State: reporting parents to the child protective system, which handles allegations of child abuse and neglect.

A simple way to confront chronic school absences by PHYLLIS W. JORDAN AND PHILIP J. COOK, The Charlotte Observer

Not exact matches

Principals should consult the Tools for Schools page on the Attendance Works website for five essential strategies to reduce chronic absence:

Children who attended a full - day preschool program had higher scores on measures of school readiness skills (language, math, socio - emotional development, and physical health), increased attendance, and reduced chronic absences compared to children who attended part - day preschool, according to a study in the November 26 issue of JAMA.

In this episode of the EdNext podcast, Bob Balfanz talks with EdNext's Paul Peterson about chronic absenteeism and about some successful efforts to identify students who are chronically absent and assign them mentors who work with students individually to reduce absences from school.

Each year of chronic absence in elementary school is associated with a substantially higher probability of chronic absence in 6th grade.

Beyond that, chronic absenteeism — a measure of both excused and unexcused absences — can be a window into what's wrong and what's right with a school.

One way schools decrease chronic absence is by making sure kids feel safe and engaged so that they want to come to school.

Leveraging the power of afterschool programs to reduce chronic absence is especially important now given the economic challenges facing communities and schools and the growing number of students at risk of academic failure and dropping out.

For many low - income students, chronic absence in kindergarten can translate into poor academic performance throughout elementary school (Chang & Romero, 2008).

It is essential to build the skills and knowledge of school staff and community partners to understand what chronic absence is, why it matters for student achievement and success, how it differs from truancy, and how to respond effectively by organizing a multi-tiered approach to reducing absenteeism.

The authors present novel analyses of the factors at the school and student levels that relate to chronic absenteeism and describe evidence - based strategies for schools as they work to reduce rates of chronic absence among students.

We describe evidence - based strategies for schools as they work to reduce rates of chronic absence among students.

While schools alone can't do all it takes to improve student attendance, every successful initiative ultimately relies on educators deciding to make the reduction of chronic absence a priority.

Chronic absence is feasible for inclusion in California's accountability measurement system using the state's approach for rating school achievement based on outcome and improvement, or alternatively through an approach that simply looks at performance in a given school year.

Among elementary schools, chronic absence affected a greater number, 3.5 million students, but at a slightly lower rate (11 percent).

Sponsored by the Education Department, the first - ever national conference on chronic absence attracted teams from more than 35 states as well as the 30 school districts that are participating in the My Brother's Keeper Success Mentor initiative.

A growing consensus of research points to chronic absence — defined by the national policy group Attendance Counts as missing 10 percent of school or more — as one of the strongest and most often overlooked indicators of a student's risk of becoming disengaged, failing courses, and eventually dropping out of school.

Learn strategies to reduce chronic absence, and how when parents, schools, educators, and communities work together, we can solve chronic absence.

The goal is to ensure that every district in the country not only tracks chronic absence data beginning in kindergarten or ideally earlier, but also partners with families and community agencies to intervene when attendance is a problem for children or particular schools.

Schools should keep in mind that the success mentor program has been most effective for students with moderate chronic absence (missing around 10 - 20 % of the school year) or at - risk students (missing 5 - 10 % of school).

The good news is that when schools and communities work together to provide a comprehensive, tiered system of supports to students and families — that address the reasons for student absences — they can reduce chronic absence.

The district also has campaigns that address chronic absences of students who miss 15 or more days of school, promote dental and eye care in the schools, and promote Restorative Justice programs to prevent bullying and encourage safe environments.

Former California Attorney General Kamala Harris, in addressing chronic absence and truancy in California schools, issued a report that showed the state's chronic absence rate in 2015 - 16 was 7 percent.

A student displays truant behavior with a single unexcused absence from school, but a student needs to reach or surpass a certain number of unexcused absences to be considered a chronic truant.

Like truancy, chronic absence has no common definition, though many researchers and schools monitor how many students are missing 10 percent or more of the school year.

This new analysis from Attendance Works and Everyone Graduates Center shows how many schools across the nation and in every state face high levels of chronic absence.

That number is down from 2008, when the New School released its first report on chronic absence.

Chronic absence is especially challenging for students from low - income communities whose families face greater hurdles to getting to school and have fewer resources to make up for lost learning time.

Almost 10,000 schools, or one out of every 10 schools in the nation, have extreme levels of chronic absence affecting 30 percent or more of their students.

We know from the legislation that districts with high chronic absence, out - of - school suspension, and dropout rates will be given priority when grants are awarded.

Districts with high rates of chronic absence, out - of - school suspensions, and school drop outs will be given priority for these grants aimed at improving student outcomes by reducing truancy and supporting students who are at risk of dropping out of school or are victims of crime.

Districts have been able to turn their numbers around when they have monitored chronic absence, worked with schools and families to figure out the nuances and patterns behind these absences, and then addressed the underlying issues unique to their school communities.

It lays out approaches to maximize the opportunities presented by recent changes at the state and federal level, including CALPADS new attendance data collection for 2016 - 17 school year, and new chronic absence reporting requirements in the Every Student Succeeds Act.

In this brief examining absences in September and later schools attendance, we found the September absences predicted later chronic absence, missing more than 20 days a year) after controlling for student demographic characteristics, service receipt, and attendance the previous school year (2011 - 12).

The major finding is that community schools that had been implementing community school practices for five or more years had statistically significant higher rates of attendance and lower rates of chronic absence when compared to non-community schools.

This 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 schoolSchool District for the 2014 - 2015 school year, when about 9.3 percent of students missed 10 percent or more of the schoolschool year, when about 9.3 percent of students missed 10 percent or more of the schoolschool year.

This is especially true for chronic absence, defined as an individual student missing 10 % or more of the school year for any reason (i.e. both excused and unexcused absences).

Teams regularly review data to catch students before their absences become chronic and they become disconnected from school and their education.

Use this as an opportunity to build awareness about reducing chronic absence and invite key stakeholders to join local efforts to improve school attendance, starting in the early grades.

Within the course of one school year, the combination of a data - driven focus on attendance, personalized early outreach, support from community partners, and a generally healthier school climate has helped cut Roosevelt's chronic absence rate from 15 to 8 percent, as the school's Academic Performance Index (API) score climbed by 30 points!

With support, school teams are able to develop site - based plans for how they will interrupt patterns of chronic absence.

Then, at the suggestion of The California Endowment, he teamed with Attendance Works to look at chronic absence data for the 2010 - 11 school year.

In fewer than five years, OUSD has moved from a district with a few outlier schools with promising practices driven by site level leadership to a school system with a district - wide approach to reducing chronic absence.

Definition of chronic absence: Missing 10 % of school of the school year for any reason including excused and unexcused absences.

Family engagement is key to both effective transitions from pre-K to elementary school and successfully addressing chronic absence, a goal many states propose as part of an accountability indicator.

The California School Board Association released a model Chronic Absence and Truancy policy in Spring 2015.

Other district office resources have also been aligned to support schools in reducing chronic absence.

Despite the requirement for tracking chronic absence, a review of LCAPS shows that not all school district have included the metric in their plans yet.

This report, released by Attendance Works and Healthy Schools Campaign in September 2015, encourages states to dig deep into their attendance data and determine the who, what, when, where and why of their chronic absence problem.