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Attendance Matters

Attendance Matters

Why Attendance Matters

Consistent attendance at school is about more than promoting academic achievement. Students who regularlyÌýtake partÌýin classÌýdemonstrateÌýsocial-emotional growth andÌýestablishÌýhabits that translate to the workforce.

  • Academic Success: Students who consistently attend school are more likely to read proficiently by third grade, pass key courses, and graduate on time.Ìý
  • Social-Emotional Development: Being present allows students to buildÌýhealthyÌýrelationships withÌýtheirÌýpeers andÌýeducators.Ìý
  • Future Opportunities:ÌýEmployers value reliability, punctuality,Ìýresponsibility, and commitment.Ìý

SchoolsÌýalsoÌýplayÌýan essentialÌýrole in promoting student well-being.ÌýMost school districts offer student support services like freeÌýmeals,ÌýweekendÌýfood programs,Ìýtransportation,Ìýhealth andÌýmental health services, mentorship, and enrichment activities.

When studentsÌýaren’tÌýin class, they lose consistent access to these supports, which can lead toÌýnonlinear results.

What is chronic absenteeism?

Chronic absence is defined as missing 10 percent or more of school days (typically 18Ìýdays) in one school year.ÌýThat is the equivalent of missingÌýclassÌýtwo days a month.ÌýWith chronic absence,Ìýthe emphasis is on missed instructionalÌýtime,Ìýnot unexcusedÌýabsences.ÌýChronic absenteeism is tracked because consistent attendance is one of the strongest indicators of student engagement, and helps schools identify students who may be facing barriers to success.

Absenteeism in the first month of school can predict poor attendance throughout the school year.ÌýResearchÌýshowsÌýthat half the students who missÌýbetween two and fourÌýdays in September go on to miss a total ofÌýnearly aÌýmonthÌýduring the school year.Ìý

  • Poor attendance can influence whether children read proficiently by the end of third grade.Ìý
  • By 6th grade, chronic absence becomes a leading indicator that a student will drop out of high school.

Approximately 27% of 91¾«Ñ¡ State students were considered chronically absent duringÌýthe 2024-25 schoolÌýyear. Attendance grows whenÌýstudents feel engaged andÌýsafe at school,Ìýand families feel connected and supported.

  • Studies have found that students who meet regularly with their mentors are 52% less likely than their peers to skip a day ofÌýschool.Ìý
What 91¾«Ñ¡ is doing

To support attendance growth for all students, 91¾«Ñ¡ has updated the way attendanceÌýandÌýabsenteeismÌýare tracked.ÌýPreviously,Ìýthe DepartmentÌýrequiredÌýschool districtsÌýtoÌýcollectÌýattendanceÌýdata in two categories: chronic absence and non-chronic absence.

Beginning in school year 2024-25, data was collected and analyzed inÌýfourÌýattendance performance levels:ÌýÌý

  • Less than 85% (level 1)Ìý
  • 85-90% attendance (level 2)Ìý
  • 90-95% attendance (level 3)Ìý
  • 95-100% attendance (level 4)Ìý

91¾«Ñ¡ÌýconsidersÌýthese attendanceÌýlevels alongsideÌýother measures of school performance (including student engagement, academic performance, equity, and overall school effectiveness)ÌýwhenÌýdecidingÌýtheÌýproper supportÌýmodelÌýfor every school servingÌýgradesÌýK-12.ÌýThis helps ensure that schools needingÌýmoreÌýsupport areÌýidentifiedÌýearly and connected to the resources andÌýhelpÌýthey might need from theÌýDepartment.Ìý

School districts will collect attendanceÌýinformationÌýand report itÌýtoÌýlocal education agencies (LEAs), which thenÌýprovideÌýit to the Department.ÌýThis method of data collection allows for a holistic view of attendance, includingÌýtheÌýneeds across a school community.ÌýThereÌýis still aÌýfocus on students who are chronically absent, but the new indicatorÌýmethodologyÌýhighlights the opportunity to improve attendance for all students.Ìý

At theÌýschool building level, attendance data is used toÌýidentify absent studentsÌýand support their safety and connection to learning;ÌýÌýmonitor whether students are at risk of falling behind academically or becoming disengaged from school;Ìýidentify individual and group attendance patterns; and identify and initiate strategies to improve the attendance of individuals, targeted groups, or the student body as a whole.ÌýCommon attendance questions and answers are available on theÌý91¾«Ñ¡ website.

ResearchÌýshows that the reasons why students are chronicallyÌýabsentÌýfall into four categories:

  1. Myths
  2. Barriers
  3. Aversion
  4. Disengagement

1. Myths

Ìý

  • Attendance only matters in the later grades
  • Pre-K and K are seen as daycare, not learning
  • Absences are only a problem if they are unexcused
  • Okay to miss a day here or there

There are times when a student needs to be absent, like when they are sick. But excused and unexcused absences both interrupt a student’s learning. Students can complete makeup work but that isn’t guaranteed to cover everything the student missed in school.

2. Barriers

Ìý

  • Chronic disease or lack of health / dental care
  • Unmet basic needs: transportation, housing, food, clothing, etc.
  • Caring for siblings or other family members
  • Trauma
  • Feeling unsafe getting to school

Even when a student enjoys going to school, a number of factors can affect their attendance. When school leaders create a relationship with a student and their family, they are more likely to learn what’s happening in and out of school that is causing the student to miss class.Ìý

3. Aversion

Ìý

  • Academic or social struggles
  • Poor school climate or unsafe school
  • Being teased or bullied
  • Parents had a negative school experience

The reasons why a student feels motivated are different for each individual. The same is true for why students may feel disengaged. The common theme is that students’ experiences are shaped by their home, school, and community.

4. Disengagement

Ìý

  • Lack of engaging and relevant instruction
  • Peer pressure to be with peers out of school vs. in school
  • No meaningful relations with adults in school
  • High suspension rates and disproportionate school discipline

The reasons why students feel motivated are different for each individual. The same is true for why students may feel disengaged. The common theme is that students’ experiences are shaped by their home, school, and community.

School and District Functions

StudentsÌýReimagining SchoolsÌýInitiative

91¾«Ñ¡ is empowering students to envision an inclusive school climate and create a way to get more students engaged. TheÌýStudents Reimagining School pilot project is aÌý91¾«Ñ¡-sponsored initiative thatÌýstrengthens school climate through ideas created by students.

The initiative centers on the themes of agency, belonging, and connectedness. The pilot schools assembled diverse teams, conducted empathy-based interviews of students about their school experiences, proposed solutions to commonly identified challenges, and presented their work at a statewide showcase.Ìý

What Schools and Districts Are Doing

Excused vs. Unexcused Absences

Schools statewide are required to keep a register of attendance. This is anyÌý

written or electronic record for the purpose of recording a student’s attendance, absence, tardiness, or early departure from school.

All public and nonpublic schools in 91¾«Ñ¡ must have a Board of Education-approved attendance policy that explains student attendance expectations from pre-kindergarten to graduation. A comprehensive attendance policy should address how attendance relates to discipline, code of conduct, suspension, safety, tutoring, alternative instruction, school assignments, residency, field trips, and extra-curricular participation.

Families are encouraged to refer to their school district’s attendance policy. 91¾«Ñ¡ State Education Law requires a written excuse - signed by a parent or guardian - to be provided when a student is absent, tardy, or leaving school early.  Excused absences typically include - but are not limited to - illness and injuries, an illness or death in their family, religious observance, quarantine, required court appearances, attendance at health appointments, and school-approved cooperative work programs.Ìý

SupportingÌýAttendanceÌýthroughÌýthe School and District Planning Process

Planning is essential to school and district success. To assist schools and districts, 91¾«Ñ¡ has developed needs assessments to help identify priorities for the upcoming schoolÌýyear.

AllÌýschools identified for Comprehensive Support and Improvement (CSI), Additional Targeted Support and Improvement (ATSI), and Targeted Support and Improvement (TSI) are required to conduct aÌýneeds assessment, then develop an annual plan based on the results of the assessment.Ìý The districts with these categories of schools are also required to conduct a district-level needs assessment and develop a district-level annual plan.Ìý Attendance is a significant part of the needs assessment and resulting plan.Ìý

Attendance is one of four areasÌýto exploreÌýas part of theÌýneedsÌýassessment. School teamsÌýcomplete a self-check that evaluates their attendance systems. The school gives surveys to staff,ÌýstudentsÌý, and parents to learn about their experiences related to attendance. After completing the surveys, the school will interview students and parents to learn more. After the assessment is done, the school team writes an annual plan that includes a method to improve attendance. The school must explain how it will monitor the plan to make sureÌýit’s workingÌýas intended. School leaders will have regular check-ins with 91¾«Ñ¡ to ensure the plan is successful.

School district teams use a similar process. Leaders complete a self-check to look at how the district supports students in ways schools cannotÌýmanage onÌýtheir own. They also send a survey to school leaders to learn about their experiences and opinions. As part of the review, districts complete a District Equity Analysis to make sure students across all schools in the district have the same chances to succeed. Attendance is one of the areas they study. After reviewing the information, districts create their yearly plan, which must include at least one district-wide action to improve attendance.Ìý