Multiple data analyzes have shown that chronic absenteeism rates have skyrocketed during the pandemic, from 15% in 2019 to 28% in 2022, according to a report from the American Enterprise Institute, a Washington, D.C. think tank.
Research has linked chronic absenteeism and poor academic performance to a higher likelihood of dropping out of school.
Change punitive practices and invest in more support
One of the areas Felton examined was punitive practices. He said states should completely ban corporal punishment and prohibit harsh sanctions 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 come to class.
Several states, including many in the South, still allow corporal punishment in schools, and according to federal data, more than 69,000 K-12 public school students were victims of corporal punishment during the 2017-2018 school year. (More recent federal data reflects a period when many K-12 students were learning remotely, during the pandemic, and shows a decline 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 interest at heart,” Felton said. “You can hold students accountable without hurting them. »
He said research-based services, such as after-school programs and mental health supports, help create a positive school climate: “These are practices that we know can reduce chronic absenteeism because they address the root causes. »
Felton found that some states, like Connecticut and Maryland, have invested millions of dollars in comprehensive services such as mental health support and home visiting. California has invested billions of dollars in this effort.
“It’s only when you reach people that you’re really able to solve problems,” Felton said. “We need to prioritize investments and policies focused 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 to be improved
In his report, Felton emphasizes the importance of collecting high-quality data on truancy — without it, he said, there is no way to direct funding and programs toward the most at-risk populations, including students of color, students from low-income backgrounds, students with disabilities and English language learners.
“If funding doesn’t reach the groups of students who are most chronically absent, then states and (public education agencies) need to rethink their strategy and investments. »
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 aren’t coming to class. Connecticut releases attendance data monthly and is among the states with the lowest rates of chronic absenteeism.
Yet only about half of the states Felton examined require teachers to be present daily. And have clearly defined standards for how long students must stay in school before being marked as present. Felton said that needs to change.
“Students and their families need to know the extent to which they are held accountable so they are not chronically absent,” he said.
According to Felton, a clear measure would also help teachers and school administrators better support their students and families.
