The effective use of
the data on chronic absenteeism can help community leaders better decide where to invest in child care, early education and after school programs.
Principals from California face additional challenges with a new state funding formula that requires districts to include
data on chronic absenteeism in local plans.
More than seven million students nationwide missed 15 or more school days during the 2013 - 14 school year, the most recent federal
data on chronic absenteeism show.
The new questions include whether the school has students enrolled in distance education, whether the school employs civil rights coordinators and sworn law enforcement officers, and the request for disaggregated student
data on chronic absenteeism.
Practice 1: Measure and analyze
data on chronic absenteeism, suspensions, and sustained mild misbehavior.
The bill ensures that every district is using the same definition when measuring student absences and requires that all School Report Cards include
data on chronic absenteeism so that the public can be apprised of whether schools in their communities are struggling with too many students missing too much school.
Data on chronic absenteeism — which the Department of Education defines as the percentage of students chronically absent from school for at least 15 days — can inform practitioners and policymakers on questions of student engagement.53 Additionally, school and district leaders could collect data on access to advanced coursework to identify schools in need of more rigorous learning environments.
The Every Student Succeeds Act (ESSA) requires states to report
data on chronic absenteeism, but there is still much work to be done at the school and district level to ensure the quality and consistency of such data.
Not exact matches
The state would expand annual school ratings to include
data on chronic student
absenteeism.
They track
chronic absenteeism, for example, but rarely connect the
data to other agencies» information
on homelessness,
chronic asthma, and other major contributors.
In some ways, the push for tracking
chronic absenteeism benefitted from timing, given the increased emphasis
on education
data and the ESSA's commitment to going beyond test scores to measure school success.
• School — develop a plan to address the understanding of
chronic absenteeism and the Strive for 5 Initiative • District — develop county wide media campaign, monitor and distribute
data, assist schools in partnering with community agencies and provide support for schools • Community — develop a plan for educating stakeholders
on chronic absenteeism and involve them in improving attendance See link for more information.
Find out more about the CRDC
data collection including a separate
data story
on chronic absenteeism in our Research section.
While it is nice to have
data on teacher
absenteeism (and the information illuminates the extent of the problem), the lack of information
on chronic absenteeism — a key indicator of whether a student is
on the path to dropping out — means that we don't know how poorly schools are doing in providing high - quality instruction and curricula to the students in their care.
But only 17 states track and report
chronic absenteeism data, according to the Data Quality Campaign and Attendance Works, a non-profit organization that advocates for more focus on absenteeism data and ideas for getting students to come to sch
data, according to the
Data Quality Campaign and Attendance Works, a non-profit organization that advocates for more focus on absenteeism data and ideas for getting students to come to sch
Data Quality Campaign and Attendance Works, a non-profit organization that advocates for more focus
on absenteeism data and ideas for getting students to come to sch
data and ideas for getting students to come to school.
It will discuss
absenteeism including health - related absences as a barrier to learning, share information and examples
on data collection and use in identifying and tracking students with
chronic conditions and demonstrating reduced absences through efforts that improve student health, and offer guidance to begin work in this area.
Dave Moyer, speaking at the 2014 National Center for Education Statistics
data conference
on July 31, 2014, found that even at Hawaiian public schools where 95 percent of the students show up every day,
chronic absenteeism can be a gigantic problem where as many as one in four kids — 25 percent — are missing 15 or more school days a year.
Hayward is considered ahead of most school districts because it is collecting
data so it can focus
on chronic absenteeism.
Kickboard Coaches will facilitate your team as you discover the underlying root causes of
chronic absenteeism and guide you in using
data to identify, monitor and support your campus
on the journey of having students Show Up!
In addition to adding
chronic absenteeism data to their ESSA plans, the state is going above and beyond the law by getting creative, working collaboratively (including through community outreach), training staff
on recognizing
chronic absenteeism, and thinking about possible solutions to reduce it.
This study discusses the results of an analysis of longitudinal
data collected
on schools» rates of daily student attendance and
chronic absenteeism and
on specific partnership practices that were implemented to help increase or sustain student attendance.
ESSA also requires states to report
chronic absence
data and allows federal spending
on training to reduce
absenteeism.
Find out more about the Civil Rights
Data Collection (CRDC), released in 2016, including a separate data story on chronic absenteeism in our Research sect
Data Collection (CRDC), released in 2016, including a separate
data story on chronic absenteeism in our Research sect
data story
on chronic absenteeism in our Research section.
For additional information
on findings of national
data analysis, see A National Portrait of
Chronic Absenteeism in the Early Grades, The Influence of Maternal and Family Risk
on Chronic Absenteeism in Early Schooling, How Maternal, Family and Cumulative Risk Affect
Absenteeism in Early Schooling: Facts for Policymakers, and other publications.
The Brookings team — Diane Whitmore Schanzenbach, Lauren Bauer and Megan Mumford — said based
on a review of existing
data and literature,
chronic absenteeism fits the statutory and draft regulatory requirements for the fifth indicator.
Based
on the first two complete years of
data, that includes sophisticated growth measures of achievement, Social Emotional Learning, school climate, and
chronic absenteeism, she said, «there is good evidence that we can use the measures for school improvement, but it's not conclusive.»
Data from WINGS» programs in Charleston, S.C., also shows notable positive impact
on students»
chronic absenteeism and discipline referrals — two key issues that prevent young people from succeeding in school and can lead to a higher likelihood of dropping out of high school.
One new requirement is that states report
chronic absence
data, and the law allows federal spending
on training to reduce
absenteeism.
Jordan and Miller say that the emphasis
on chronic absenteeism in state ESSA plans may lead to improved attendance, but teachers and administrators may need support in making use of the
data.
This should include a focus
on nonacademic indicators including, for example,
data on disciplinary actions (including suspensions and expulsions) and
chronic absenteeism.
The department has recently begun adding notes to school
chronic absenteeism data posted
on its DataQuest website warning that the statistics may be unreliable.
The speakers focused
on steps they have already taken to reduce
absenteeism including making
chronic absence
data publicly available, encouraging a shift in how
absenteeism is tracked and monitored from a compliance framework to one that recognizes that
absenteeism is lost ininstructional time.
According to state and national
data,
chronic absenteeism — which has a profoundly negative effect
on student achievement — is closely correlated with ongoing and / or unmet health care needs (U.S. Department of Education, 2016).