Chronic Absence Toolkit a C Power Point FINAL

8/9/2019 Chronic Absence Toolkit a C Power Point FINAL

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________________________________________

Director, Hedy Chang, [email protected]


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Chronic Absence: missing 10% or more ofschool over the course of an academic year for anyreason. Research shows 10% is associated with

declining academic performance. No standarddefinition exists.

Truancy: refers onlyto unexcused absences andis defined by each state, according to NCLB.

Average Daily Attendance: the percent ofenrolled students who attend school each day.


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DEBUNKING

MYTHS


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Attending Kindergarten

regularly doesn t reallymatter.


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Chronic K absence is associated with loweracademic performance in 1st grade for allchildren, especially reading for Latino children.

Source: National Center for Children in Poverty (NCCP)


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Among poor children, chronic absence in

kindergarten predicted lower 5th gradeachievement.

Source: National Center for Children In Poverty


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Reality:Reality:Poor 6th Grade AttendancePoor 6th Grade Attendance

Predicts Drop OutPredicts Drop Out

Source: Baltimore Education Research Consortium


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We don t need to worryabout large numbers of

students missing schooluntil middle or high school.


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Chronic Early Absence Across Localities

17.4%

12.9%

6.0%

13.79%

8.6%

12.0%

26.7%

22.7%

5.4%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6 7 8 9

Locality%

Nationwide, 1 out of 10 K & 1st graders are chronicallyabsent. (Source: NCCPP)

Chronic early absence can be even higher in somelocalities. (Across 9 districts, ranged from 5% to 25% of K-

3 graders). (Source: Present, Engaged & Accounted For)


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Chronic Absence in Baltimore MD

Source: Baltimore Education Research Consortium


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Education of all children can be adversely

affected when teachers divert attention to meet

the needs of chronically absent children.

Addressing chronic absence can improve ADAwhich would increase resources available to allstudents.

Chronic early absence could be a sign to

intervene before problems are more entrenched.


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Most educators regularly

monitor when studentsare chronically absent.


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Schools typically only track data on averagedaily attendance and truancy (unexcusedabsence).

But both can mask chronic absence.

Especially in the early grades, children arenot likely to be home without the knowledge

of an adult who can call in to say they will beabsent.


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Even if schools ID truant or chronicallyabsent students, data is rarely used toexamine problematic attendance patterns(e.g. by classroom, grade, school,

neighborhood or sub-population).Educators may overlook sporadic vs.consecutive absences.

Absences/attendance are not always built

into longitudinal student data systems. ( Notrequired by the America Competes Act orNCLB.)


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Because families are

ultimately responsible for

children getting to schoolevery day, schools can t do

anything to address chronic

absence.


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Characteristics of Effective Strategies

Partner with community agencies to help parentscarry out their responsibility to get children to school.

Make chronic absence a priority, set a target andmonitor progress over time.

Examine factors contributing to chronic absence,especially from parent perspective

Clearly communicate expectations to parents

Begin early, ideally in Pre-KCombine universal and targeted strategies.

Offer positive supports before punitive action.

Source: Present, Engaged & Accounted For


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1. When chronic absence occurs in the early years,consider the role that schools, families andcommunities each might play in contributing toand addressing attendance.

2. As children grow older, pay more attention toissues affecting youth as well (e.g. boredom inschool, family responsibilities, peer pressure.)

3. Key factors contributing to chronic absence canvary by community.

4. High levels of chronic absence suggest systemicchallenges affecting the school or community.


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IMPLICATIONSFOR ACTION


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1. Track absences electronically.

2. Calculate and publicly report the levels ofchronic absence district-wide, by school, gradeand sub-groups.

3. Ensure underperforming schools with high levelsof chronic absence identify barriers toattendance and address issue in schoolimprovement plans.

4. Include chronic absence (along with ADA &truancy) in data dashboards, school report cardsand other forms of electronic communications.


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6. Create incentives for schools and administrators toimprove attendance and reduce chronic absence.

7. Invest in professional development around using

chronic absence as an early warning sign.8. Invest in outreach counselors to support attendance

work.

9. Encourage community and public agencies to target

relevant resources to schools with high chronicabsence levels.


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1. Inclusion of absence data in longitudinalstudent data base.

2. State assistance with generating annual

reports on attendance including chronicabsence.

3. Use of federal funds (Race to the Top, SchoolImprovement Grants) to pay for the addition ofabsences to state and local data systems,

professional development on responding toearly warning signs including chronicabsence, formation of school communitycollaboratives to improve attendance &achievement.

Documents

Chronic Absence Toolkit a C Power Point FINAL