First and foremost in setting a student up for success is ensuring they’re attending school—but many schools are struggling with climbing absenteeism rates. A growing body of literature suggests chronic absenteeism is an enormous problem. So what can districts and parents do to stop it?
Co-authored by Penn Graduate School of Education associate professor Michael Gottfried, the evidence brief, “District Strategies to Reduce Student Absenteeism,” takes aim at the growing problem of absenteeism. It breaks down the issue of absenteeism and introduces a three-tier strategy for administrators, teachers, and parents to employ.
The brief is part of the Annenberg Institute’s EdResearch for Recovery initiative, designed to provide schools with the data and evidence they need to navigate recovery from the COVID-19 pandemic.
Though it can vary from district to district, the brief notes many states and school districts define chronic absenteeism as missing 10% or more of days throughout the school year. The reasons for absence can vary, but among the most frequent are transportation difficulties, student health, school climate, mobility, and poverty.
According to the brief, while missing school negatively impacts students from all demographics and socioeconomic backgrounds, that impact is even more substantial for those who are low-performing, low-income, or English learner students.
The first and most broad tier, designed to reach every student with preventative measures, tries to deal directly with the most frequent causes of absenteeism. It suggests providing safe, reliable transportation and health services, and more open communication about absences. The second tier focuses on those students who are at risk or displaying signs of absenteeism, and suggests using data analytics and providing mentorship opportunities. The third tier offers strategies to respond to chronic absence with coordinated support with public partnerships and intervention teams.
Read more at Penn GSE.
