Janresseger: What to Do to Support Students Who Are Chronically Absent from School?
Two new reports—from the Economic Policy Institute (EPI) and from Attendance Works—explore chronic student absenteeism and its consequences for student achievement and graduation. Under the Every Student Succeeds Act, states must begin reporting data about students’ chronic absence in their accountability reports. Attendance Works even posts an online interactive map from the Hamilton Project at the Brookings Institution where a person can find chronic absence data about one’s own school district.
Chronic absenteeism is defined as students missing not just days but also weeks of school. Attendance Works defines chronic absenteeism as, “missing 10 percent of school—the equivalent of two days every month or 18 days over a 180-day school year.” While all school districts record students’ absences from school, until recent years most have not tracked each individual student’s accrued absences over the semester or the school year. Now school districts are required to watch and intervene when individual students’ attendance patterns become worrisome.
What is clear is that, while there are a number of ways researchers measure students’ chronic absence from school, the problem is serious: When students miss too much school, they learn less, they fall behind, and they are more likely to drop out without graduating. And students who are poor are more likely to miss school.
Writing for Attendance Works, Hedy Chang, Lauren Bauer, and Vaughan Byrnes explain: “Especially hard hit are children who live in poverty, have chronic health conditions or disabilities, or experience homelessness or frequent moves. When chronic absence reaches high levels in a school or classroom, it can affect every student’s opportunity to learn, because the resulting churn—with students cycling in and out of the classroom—is disruptive for all and hampers teachers’ ability to meet students’ diverse learning needs.”
And before they delve into a data analysis, EPI researchers, Emma Garcia and Elaine Weiss summarize past research: “Poor health, parents’ nonstandard work schedules, low socioeconomic status… changes in adult household composition (e.g. adults moving into or out of the household), residential mobility, and extensive family responsibilities (e.g. children looking after siblings)—along with inadequate supports for students within the educational system (e.g. lack of adequate transprtation, unsafe conditions, lack of medical services, harsh disciplinary measures, etc.)—are all associated with a greater likelihood of being absent, and particularly with being chronically absent.”
When we think about chronic absence, most of us think about students who cut school to hang out—students who are bored or disaffected. But other issues are harder to address. One teacher I know told me about a student who was late every day because she had to wait to come to school until a van came to take her quadriplegic mother to a care center. Another teacher who has been substituting in a huge high school told me he was frustrated because in the five sections of the English class he had to teach every day, it seemed that a different group of students was present each day. It seemed baffling to cope with the churn.
From the University of California at Berkeley and the Learning Policy Institute, David Kirp describes a new program in Los Angeles that seems to be paying off: “The Los Angeles Unified School District has invested in a new, low-cost approach to curbing absenteeism that’s been proven to move the needle. It’s a simple, potent idea: Enlist parents as allies in keeping their kids in school.” Many parents, he writes, are unaware that their children are missing school: “To correct these misperceptions and to enlist parents in keeping kids in school, 190,000 Los Angeles families whose kids met the chronically absent standard in the past will be mailed attendance information five times a year.” The letters are simple: “Billy has missed more school than his classmates—16 days so far in this school year… Students fall behind when they miss school. …Absences matter and you can help.” Kirp reports that chronic absenteeism has dropped not only in Los Angeles, but also by 10 or 15 percent in Philadelphia and Chicago after such reporting to parents becomes routine.
The research from EPI and Attendance Works, however, indicates that chronic absenteeism very frequently reflects that students who miss school are facing serious health and family challenges which can be addressed only through additional support by teachers, counselors and social workers to help students find ways to make their own schooling a priority even when other problems intervene.
Two primary school reforms come to mind. The first is to make classes small enough that teachers can really come to know their students and the barriers for students that make school attendance difficult. This is harder in a middle school or high school, however, where teachers work with likely five classes a day—a total of 125 students even when class size is kept at 25 students.
The benefits of wrap-around, full-service Community Schools (see here or here) become apparent in the context of such challenges. With medical and dental clinics located in the school, parents don’t have to keep kids out of school because they have forgotten the necessary immunizations. The toothache can be addressed promptly with only an hour away from class. Such schools also employ social workers to help families balance the responsibilities that sometimes put care-giving in conflict with school and to help parents and students address issues like transportation.
These schools are also designed to welcome families warmly and authentically. In Community Schools in Action (Oxford University Press, 2005), the assistant director of the New York Children’s Aid Society National Technical Assistance Center for Community Schools, Hersilia Mendez describes the role of parent outreach and parent engagement in a Community School: “In its work in Community Schools, the Children’s Aid Society sees parents as assets and key allies, not as burdens; we aim not only to increase the number of parents involved in their children’s education but also to deepen the intensity of their involvement and to encourage greater participation in their children’s future. As we engage parents in skills workshops and advocacy events, we also create a critical link to the home, allowing us to serve and empower whole families… The Children’s Aid Society wanted to erase the mixed invitation that schools often extend to parents—that parents should be involved in their children’s schooling but only on the school’s terms and often in rather menial ways… For an immigrant like me… Public School 5’s warm atmosphere was beyond belief. The beautifully furnished family room, the smell of fresh coffee, the presence of so many parents at all times, and, in particular, the friendly disposition of the staff were heartwarming. To me, it was an inconceivable atmosphere to find in any school, let alone a New York City public school… The parent involvement model is culturally responsive and provides multiple entry points for meeting parents at their level as well as multiple opportunities to engage with, support, and strengthen the school.” (pp. 42-45)
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