ESSA state plans outline strategies to leverage federal funds to improve attendance through teacher training, improving health services, family engagement, and school climate, important levers for increasing school attendance. Through an array of resources, the Department of Education is committed to helping ensure all our students, especially the most disadvantaged, are in school every day, including:.
Supports coordinated community action that addresses the underlying causes of local chronic absenteeism affecting millions of children in our nation's public schools each year. The CRDC shines a spotlight on data that enable us to understand the successes and challenges of schools and school districts in providing educational opportunity to all of our nation's children.
Department of Education. Enable High Contrast Note: Data included in this story may differ slightly from other published reports due to certain data decisions. Our charts are interactive!
Hover over or click on chart elements to learn more about specific data points and, where they appear, use buttons to filter charts by select groups. Lost Along the Way Chronic absenteeism occurs at every grade level but is more prevalent in some grades than others. The Geography of Chronic Absenteeism Students experience chronic absenteeism from coast to coast. Hover over school districts for information, double-click to zoom in, and select a range from the legend to see specific views of the data.
Select the buttons below the map to toggle between percentages for elementary and unified school districts, and independent elementary, secondary, and unified districts. Elementary and Unified. Independent Elementary, Secondary, and Unified. Why Chronic Absenteeism Matters: What the Research Says Chronic absenteeism is widespread—about one out of every six students missed three weeks or more of school in Whatever its causes, chronic absenteeism can be devastating: Chronic absenteeism may prevent children from reaching early learning milestones.
Irregular attendance can be a better predictor of whether students will drop out before graduation than test scores. Frequent absences from school can shape adulthood. Twitter Facebook LinkedIn Email. The principal will look at the number of unexcused absences your child has in a school year. If your child meets the minimum number of unexcused absences for their age, the principal must tell the superintendent within 5 school days of your child's last unexcused absence.
From there, your child will be referred to the school's "student assistance team" or other school intervention team. You and your child will be invited to the team meeting. The team will decide:. If the team decides there is a negative effect on your child, the team will make an "intervention plan. The purpose of this committee is to understand why students drop out and make recommendations to the school board for how to address the problem.
The committee should explore the reasons why students drop out, including;. If your child is still truant after this plan is made, the superintendent must serve you with a written notice. The notice must be given to you in person or sent by registered mail. The notice must say that:. If your child is still truant after the intervention plan is made and the notice is mailed to you, the superintendent shall follow school procedures to have a second meeting.
At this second meeting, a new intervention plan can be made. The school can ask the local district attorney to come to this meeting. After you get this notice, your child must go to school within 3 days. If your child is still absent or if you do not go to the second meeting, the school can contact local law enforcement to refer your case to court. The results discussed below cannot be interpreted as causal, strictly speaking. They are obtained using regression models with controls for the relationship between performance and absenteeism estimates are net of individual, home, and school factors known to influence performance and are potential sources of selection.
However, the literature acknowledges a causal relationship between high-quality instructional time and performance, in discussions about the length of the school day Kidronl and Lindsay ; Jin Jez and Wassmer ; among others and the dip in performance children experience after being out of school for the summer Peterson , among others. These findings could be extrapolable to our absenteeism framework and support a more causal interpretation of the findings of this paper.
Observations with full information are used in the regressions. The absenteeism—performance relationship is only somewhat sensitive to including traditional covariates in the regression not shown in the tables; results available upon request.
The influence of absenteeism on performance is distinct and is not due to any mediating effect of the covariates that determine education performance. Asian ELL students who miss more than 10 days of school are very far behind Asian ELL students with perfect attendance, with a gap of more than a standard deviation.
This result needs to be interpreted with caution, however, as it is based on a very small fraction of students for whom selection may be a concern, too. The data used in our analysis are for years prior to the implementation of measures intended to tackle absenteeism. See Education Week Balfanz, Robert, and Vaughan Byrnes. Five Key Trends in U. Economic Policy Institute, January Education Week.
Ehrlich, Stacy B. Every Student Succeeds Act of , Pub. Georgetown University. Economic Policy Institute, December Economic Policy Institute, June Making Whole-Child Education the Norm. Economic Policy Institute, August Economic Policy Institute, September Gottfried, Michael A. Jin Jez, Su, and Robert W. Kidronl, Yael, and Jim Lindsay. REL Regional Educational Laboratory Appalachia. Michelmore, K. Various years. NAEP microdata unpublished data. Peterson, T. Washington, D. Ready, Douglas D.
Department of Education. A Guide to the Individualized Education Program. Accessed September 19, Download PDF Press release. Introduction and key findings Education research has long suggested that broader indicators of student behavior, student engagement, school climate, and student well-being are associated with academic performance, educational attainment, and with the risk of dropping out. Major findings include: One in five eighth-graders was chronically absent.
About 13 percent missed 3—4 days of school in ; about 5 percent missed 5—10 days of school between a quarter and a half of the month ; and a small minority, less than 2 percent, missed more than 10 days of school, or half or more of the school days that month. We find no significant differences in rates of absenteeism and chronic absenteeism by grade similar shares of fourth-graders and eighth-graders were absent , and the patterns were relatively stable between and While, on average, there was no significant change in absenteeism levels between and , there was a significant decrease over this period in the share of students missing more than 10 days of school.
Absenteeism by poverty and disability status. Poor and somewhat poor students those who qualified for free lunch or for reduced-price lunch and students with disabilities those who had individualized education programs, or IEPs were much more likely than their more affluent or non-IEP peers to miss a lot of school.
Twenty-six percent of IEP students missed three school days or more, compared with Looking at poverty-status groups, Among students missing more than 10 days of school, the share of free-lunch-eligible students was more than twice as large as the share of non-FRPL-eligible students 2. Hispanic ELLs English language learners and Native American students were the most likely to miss three or more days of school Only 8.
Perfect attendance rates were slightly higher among black and Hispanic non-ELL students than among white students, although all groups lagged substantially behind Asian students in this indicator. These shares are significantly higher than the overall average rate of 1. In , California and Massachusetts were the states with the highest full-attendance rates: At the other end of the spectrum, Utah and Wyoming had the largest shares of students missing more than 10 days of school in the month prior to the assessment 4.
Five states and Washington, D. In most states, overall absenteeism rates changed little between and Figure A. Chart Data The data underlying the figure. Share on Facebook Tweet this chart. Copy the code below to embed this chart on your website. Figure B1. Full attendance Asian non-ELL Chart Data Download data The data below can be saved or copied directly into Excel. The data underlying the figure. Figure B2. Figure B3. More than 10 days Hispanic ELL 3.
Figure C1. Full attendance Asian non-ELL 4. Figure C2. Figure C3. More than 10 days Native American or other Interactive Map.
State Full attendance 3 or more days More than 10 days Alabama Notes: Based on the number of days eighth-graders in each state reported having missed in the month prior to the NAEP mathematics assessment. Figure D. Average days Appendix Figure A. Appendix Figure B. Not absent 1—2 days 3—4 days 5—10 days More than 10 days All students Appendix Table 1. Search for:.
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