Curbing Early Chronic Absenteeism:

Why It Matters,

What YOU Can Do!

Tulsa Area Community Schools Initiative

November 15, 2011

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An Antidote to Drop-OutThe 3

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Developed by Annie E Casey Foundation & America’s Promise Alliance For more info go to www.americaspromise.org/parentengagement

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Average Daily Attendance: The percentage of enrolled students who attend school each day.

Satisfactory Attendance: Missing 5% or less in an academic year.

Chronic Absence: Missing 10% or more of school in an academic year for any reason—excused or unexcused.

Severe Chronic Absence: Missing 20% or more days of school per year – approximately two months of school.

Truancy: Typically refers only to unexcused absences and is defined by each state.

Defining Key Terms

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Students Who Miss More Than 10% Of School Are At Grave Risk

When 90% Doesn’t Earn an “A”

Chronic Absence(=> 10% absence)

Warning Signs(<10% but > 5% absence)

Satisfactory Attendance(=<5% absence)

0-90%

91-94%

95 %+

Emergency: => 20% absence

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Myths to Dispel

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Students Chronically Absent in Kindergarten & 1st Grade Much Less Likely to Read Proficiently in 3rd Grade

No risk Missed less than 5% of school in K & 1st tSmall risk Missed 5-9% of days in both K & 1st

Moderate risk 5-9% of days absent in 1 year &10 % in 1 year

High risk Missed 10% or more in K & 1st

Source: Applied Survey Research & Attendance Works (April 2011)

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No risk Missed less than 5% of school in K & 1st tSmall risk Missed 5-9% of days in both K & 1st

Moderate risk 5-9% of days absent in 1 year &10 % in 1 year

High risk Missed 10% or more in K & 1st

School Readiness & Early Attendance Are Critical to Early School Success

Source: Applied Survey Research & Attendance Works (April 2011)

Proficient

3rd Grade ELA Test Scores By Attendance and School Readiness Level

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40

42

44

46

48

50

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0-3.3% in K 3.3 - 6.6% in K 6.6-10.0% in K >=10.0% in K

Ave

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Absence Rate in Kindergarten

Reading

Math

The Long-term impact of Chronic Kindergarten Absence Is Most Troubling for Poor Children

Source: ECLS-K data analyzed by National Center for Children in Poverty (NCCP) Note: Average academic performance reflects results of direct cognitive assessments conducted for ECLS-K.

5th Grade Math and Reading Performance By K Attendance

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Chronic Absence is Especially Challenging for Low-Income Children

Kindergarten and 1st grade can reduce the achievement gap for low-income vs. middle class students, but only if they attend school regularly. (Ready 2010)

The negative impact of absences on literacy is 75% larger for low-income children whose families often lack resources to make up lost time on task. (Ready 2010)

Only 17% of low-income children in the United States read proficiently by 4th grade. (NAEP 2009)

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Chronic Absence is Especially Challenging for Low-Income Children

Poor children are 4x more likely to be chronically absent

in K than their highest income peers. (Romero & Lee

2007)

Children in poverty are more likely to lack basic health

and safety supports that ensure a child is more likely to

get to school. They often face:

Unstable Housing Limited Access to Health Care Poor Transportation Inadequate Food and Clothing Lack of Safe Paths to School Due to Neighborhood

Violence Chaotic Schools with Poor Quality Programs, etc.

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Chronic Early Absence Can Reach High Levels

Nationally, 1 out of 10 Kindergartners & 1st Graders are Chronically Absent. Levels Can be Higher Locally.

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Children chronically tardy in K are much more likely to be chronically absent.

Tardiness Can Be a Precursor to Chronic Absence

Source: Mariajose Romero 2011. Unpublished review of ECLS-K data

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Moving into Action Requires KnowingIf Chronic Absence is a Problem

Most Schools Only Track Average Daily Attendance and Truancy. Both Can Mask Chronic Absence.

Variation in Chronic Absence for Six Schools with 95% ADA in Oakland, CA

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Sporadic — Not Just Consecutive – Absences Matter

A 407 alert is issued when student misses 10 consecutive days or 20 days over a 40 day period. It misses more sporadic absence.1 out of 5 elementary school children were chronically absent.

Source: Nauer K et al, Strengthening Schools by Strengthening Families, Center for New York City Affairs New School, Oct 2008

New York City Schools

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Chronic absence data (as well as other attendance measures) should be examined by classroom, grade, school, neighborhood or sub-population.

If chronic absence is unusually high for a particular group of students, explore what might be common issues (unreliable transportation, community violence, asthma and other chronic diseases, poor access to health care, unnecessary suspension for non-violent offenses, lack of engaging curriculum, child care or afterschool programming, foreclosures, etc.)

If chronic absence is unusually low for a high risk population, find out what they are doing that works.

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Data is Needed for Identifying Programmatic Solutions

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Chronic Absence Disproportionately Affects Students of Color

Ethnicity

# Students with 91%

Attendance or Below

% Students with 91%

Attendance or Below

AMERICAN INDIAN 467 22.6%

ASIAN 2,909 7.6%

BLACK 15,341 26.6%

HISPANIC 72,733 16.1%

WHITE 8,621 15.8%

PACIFIC ISLANDER 316 18.4%

FILIPINO 58 8.2%

Total 100,445 16.6%

Los Angeles Unified School District 2009-2010

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Elementary Absenteeism is Concentrated in W. Oakland

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Variation Helps Identify Good Practice and Need for Intervention

Chronic Absence Levels Among Oakland Public Schools

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Schools + Communities CAN Make a Difference

Characteristics of Successful Attendance Initiatives

Partner with community agencies to help families make the transition to kindergarten and get children to school. Make attendance a priority, set targets & monitor progress.Engage parents and students in identifying and addressing issues that contribute to chronic absence. Help families understand why attendance matters and encourage mutual support.Begin early.Combine targeted interventions with universal strategies.Offer positive supports before punitive action.

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Increased Attendance Involves a 3-Tiered Approach that Fits with Most Reform Efforts

5-15% of a school’s

students

Students who are chronically absent & habitually truant

15-20% of a school’s

students

Students at-risk for poor attendance and/or with rising absence rates

65-100% of a school’s

students

All students in the school

Recovery

Programs

Intervention

Programs

Universal/Preventative

Initiatives and Programs

High Cost

Low Cost

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Many parents are unaware that pre-K & K attendance matters.

Participation in formal child care is associated with lower chronic absence in kindergarten.

Parenting skills (e.g. establishing routines, setting limits, supporting transitions) are integrally connected to the development of on-time attendance habits

Young children’s attendance is affected by what happens to parents. Multiple maternal and family risk factors increase chronic absence.

Poor physical and dental health and lack of access to medical care can significantly affect attendance. In addition, parents are often uncertain about when to keep young children home for illness.

Considerations for Young Children

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