Multiple data analysis have shown chronic absenteeism rates was shot during the pandemic, from 15% in 2019 to 28% in 2022 according to a report of the American Enterprise Institute, a think tank in Washington, DC.
Investigation has linked Chronic absenteeism with lower academic performance and greater likelihood of dropping out of high school.
Change punitive practices and invest in more support
One of the areas Felton looked at was punitive practices. He said states should completely ban corporal punishment and harsh penalties, such as suspensions for minor infractions, because they can damage the relationship between students and educators and can make students feel unsafe or unmotivated to attend class.
Several states, including many in the South, still allow corporal punishment in schools and, according to federal datesMore than 69,000 K-12 public school students received corporal punishment during the 2017-18 school year. (Latest federal data reflects a time during which many K-12 students were learning remotely, during the pandemic, and shows a decrease in corporal punishment).
“For a student to want to be in the school environment, they need to know that they are cared for and that the adults in the building have their best interests in mind,” Felton said. “Students can be held accountable without harming them.”
She said research-backed services such as after-school programs and mental health supports help create a positive school climate: “These are the practices that we know can reduce chronic absenteeism because they address the root causes.”
Felton found that some states, such as Connecticut and Maryland, have invested millions of dollars in comprehensive services such as mental health supports and home visits. California has invested billions of dollars in that effort.
“Until you reach people you’re not really able to address problems,” Felton said. “We need to prioritize investments and policies that focus on engaging students and families, and ensuring they get the support they need to show up every day.”
In many places, data collection also needs improvement.
In his report, Felton highlights the importance of collecting high-quality data on absenteeism; Without them, he said, there is no way to direct funds and programs toward populations who are most at risk, including students of color, low-income students, students with disabilities and English learners.
“If funds do not reach the student groups that are most chronically absent, then states and [state education agencies] “They need to rethink their strategy and investment.”
The frequency of data collection also plays a role, Felton said. In many states, attendance data is released quarterly or even annually, making it difficult for schools to respond in real time when students are not attending class. Connecticut releases attendance data every month and is among the states with the lowest rates of chronic absenteeism.
Still, only about half of the states Felton examined require teachers to take daily attendance. and They have clearly defined standards for how long students must be in school before they are marked present. Felton said that needs to change.
“Students and families need to know how accountable they are to not be chronically absent,” he said.
According to Felton, a clear metric would also help teachers and school administrators better support their students and families.
