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October 2024

Volume 12, Issue 5

PROJECT 10 TOPICAL BRIEFS

are published on a bi-monthly basis. Each issue focuses on a specific topic or theme, highlighting current and upcoming information and events related to secondary transition. This month the Topical Brief is focused on Decreasing Chronic Absenteeism and Increasing School Attendance.

Increased school attendance and engagement are critical for student learning and long-term success. Regular attendance ensures that students have continuous access to instruction, peer interaction, and support services (including specialized instruction and supports for students with disabilities with individual education plans), all of which are essential for academic achievement and social development. Studies show that students who attend school regularly perform better academically, are more likely to graduate, and have improved career prospects. Conversely, chronic absenteeism has been linked to lower test scores, higher dropout rates, and long-term negative outcomes, such as reduced earnings and poor health.

This edition of the Project 10 Topical Brief spotlights chronic absenteeism and presents a few strategies and relevant resources that can support secondary transition stakeholders, including school districts and families, in implementing practices that result in higher engagement, attendance and positive outcomes for students.

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Topics

A Call to Action - The Need to Intervene

Exploring Root Cases of Absenteeism

Interventions and Resources to Reengage Students and Families

Deferment of Receipt of a Standard Diploma: Did You Know?

Keep Yourself in the Loop by Following Project 10 on Facebook

A Call to Action - The Need to Intervene

Chronic absenteeism is typically defined as missing 10% or more of the school year for any reason, whether absences are excused, unexcused, or due to suspensions. In most school districts, this equates to about 18 days in a 180-day school year. Put another way, missing two days a month for a typical 9-month school year would fit the definition of chronic absenteeism. The term encompasses all absences that interfere with a student’s ability to regularly attend and engage in learning, including illness, transportation, and family-related issues.

Data suggests that chronic absenteeism is worsening, especially in the wake of the COVID-19 pandemic. The Everyone Graduates Center, School of Education, John Hopkins University released a web brief in May, 2024 titled “Meeting the Chronic Absenteeism Challenge; What Do We Know?” to illustrate the urgent problem across U.S. school districts, and offer a blueprint for action.

In Florida, absentee data available from Florida Health Charts reports the percentage of students identified as chronically absent rose from 11.3% in 2019 to nearly 20% in 2023, marking a significant post-pandemic spike (see embedded chart). Please note that the Florida database reports on students absent 21+ days from school in a single year, slightly more than the conventional definition of chronic absenteeism of 10% missed days in a school year.

Additionally, Florida counties reflect a significant range and disparity of chronic absenteeism for 2023- ranging from 7.3% to 40.5% (see embedded graphic). This concerning data highlights the need for urgent intervention to re-engage students and address the root causes of absenteeism. To access additional district-specific absenteeism data in Florida from 2016 to 2023, please visit this dashboard link from the FLHealthCHARTS.gov website.

Intervening in chronic absenteeism is crucial because of its long-term negative impacts on student outcomes, academic performance, and broader societal consequences. Regular school attendance is vital for student success, ensuring consistent access to instruction, critical support services, and developmental opportunities. Chronic absenteeism disrupts this learning process and leads to several negative impacts, including:

Negative Impact	Brief Narrative
Academic Decline	Students who are chronically absent are more likely to fall behind academically, especially in core subjects like math and reading. National Bureau of Economic Research shows that missing school days—even as early as kindergarten—correlates with lower test scores and achievement gaps that can persist through high school.
Increased Dropout Risk	Chronic absenteeism is a strong predictor of dropping out of school. Students who miss large amounts of instructional time often disengage from school and are more likely to quit before completing high school and earning a high school diploma. The Utah Education Policy Center reports that students with high absenteeism rates are over seven times more likely to drop out. Dropouts are at a higher risk of unemployment, poverty, and involvement in criminal activity later in life.
Impact on Social/Emotional Development	Frequent absences prevent students from building social skills, forming friendships, and engaging in school-based activities, which are critical for their emotional and social development. This isolation can increase feelings of anxiety, depression, and disengagement from the school environment.
Worsening of Educational Inequities	Chronic absenteeism disproportionately affects low-income students, students of color, and students with disabilities. These groups often face barriers like poor health, unstable housing, or transportation issues that make attending school regularly difficult. Without intervention, absenteeism exacerbates existing educational inequities and limits opportunities for upward mobility.
Long-Term Economic and Social Consequences	The long-term consequences of chronic absenteeism are not just academic but also economic. Students who drop out or perform poorly due to absenteeism are more likely to earn lower wages, rely on social services, and experience poorer health outcomes as adults. This creates a societal consequences in terms of lost productivity, increased healthcare costs, and higher rates of incarceration.

Given the far-reaching impacts of absenteeism on students' lives, early and targeted interventions are essential to break this cycle, improve attendance, and ensure better academic, social, and economic outcomes.

Exploring Root Causes of Absenteeism

The root causes of chronic absenteeism are often multifaceted, involving both school-related and non-school-related factors. Understanding these root causes is essential for developing effective interventions to keep students in school. Here are some of the primary causes:

1) Health-Related Issues

Physical and Mental Health: Chronic health conditions such as asthma, diabetes, and frequent colds, as well as mental health challenges like anxiety or depression, often lead to absenteeism. According to the Centers for Disease Control and Prevention (CDC), health-related issues are one of the top reasons students miss school.
Lack of Access to Healthcare: Many low-income families face barriers to accessing healthcare, resulting in untreated illnesses that prevent students from attending school.

2) Family and Socioeconomic Barriers

Poverty and Housing Instability: Families facing financial difficulties often deal with unstable housing, homelessness, and food insecurity. These stressors can lead to frequent moves, making it difficult for children to maintain regular school attendance.
Parental Involvement: In some cases, parents may not prioritize school attendance due to a lack of awareness about its importance or due to their own challenges, such as work schedules or health issues.

3) Transportation Issues

Lack of Reliable Transportation: In rural or underserved urban areas, students may struggle to attend school regularly due to unreliable public transportation or long commutes. Some students depend on family members or friends for rides, which may not always be dependable.

4) School Climate and Safety Concerns

Bullying and Peer Conflicts: Students who face bullying or feel unsafe at school are more likely to skip school. According to Attendance Works, a hostile school climate, including bullying, can lead to avoidance behaviors like absenteeism.
Negative Relationships with Teachers: Students who don’t feel supported or connected to their teachers may become disengaged, contributing to absences.

5) Academic Struggles

Learning Difficulties: Students who are struggling academically, especially those with undiagnosed learning disabilities, may skip school because they feel frustrated or overwhelmed in the classroom.
Lack of Engagement: A curriculum that doesn’t feel relevant or engaging can also contribute to students not attending school regularly.

6) Cultural and Linguistic Barriers

English Language Learners (ELL): Students from immigrant families who face language barriers may find school difficult and intimidating, especially if there is a lack of support services in place.
Cultural Expectations: In some cultures, students may be required to work or care for siblings, which can take precedence over school attendance.

7) Trauma and Family Challenges

Trauma: Students who have experienced trauma, such as domestic violence or the loss of a loved one, are at a higher risk of absenteeism. Trauma affects their emotional well-being and ability to concentrate in school.
Care Responsibilities: In some families, students take on caregiving roles for younger siblings or ill family members, making it difficult for them to consistently attend school.

8) School Policies

Suspensions and Expulsions: Harsh school disciplinary policies, such as zero-tolerance rules that lead to suspensions, contribute to missed instructional time and can push students out of school permanently.

Addressing chronic absenteeism requires a holistic approach that considers these root causes and provides targeted interventions that involve schools, families, and the broader community. The next section of the September Topical Brief reviews interventions and resources to tackle some of the root causes to support school reengagement of students and families.

Interventions and Resources to Reengage Students and Families

1) Collect and Analyze Data

Districts, schools, and grade-level teams should use an early warning system (EWS) to analyze data and implement timely interventions based on root-cause analysis. (Project 10’s Early Warning Systems webpage)
Schools can identify individual students or demographics of student groups at greater risk for frequent absences.
Identify absenteeism “hotspots” by grade level, geographic area, or time of year.

2) Develop and strengthen parent-school partnerships.

Strengthen school-family communication to reduce chronic absenteeism. Implementing weekly to monthly check-ins with parents, via phone calls, texts or “nudge letters”, can lead to a 10-15% rise in attendance (Harvard University’s Graduate School of Education).
Educators should focus on building trust and understanding the challenges families face, such as transportation or health issues.
Personalized outreach to parents empowers them to feel like partners in their child’s success, leading to more consistent attendance.
Provide resources and rewards for student attendance and pair with family engagement strategies, where families are informed about the importance of attendance and the long-term impacts of absenteeism on academic success.

3) Implement school operations and policies that increase options and opportunities for students to access education safely.

Flexible schedules and remote learning options (and/or “hybrid” options) have been beneficial for students in families dealing with homelessness or inconsistent housing.
Offer after-school programs and extended hours for school services to help families with difficult schedules.
Grade forgiveness, conduct and attendance policies reviewed.
Evaluate school climate via surveys, assessments and observations (National School Climate Center) from all relevant stakeholders and implement appropriate actions based on results. Actionable items associated with a positive school climate may include anti-bullying initiatives, peer mentoring groups, student leadership opportunities, restorative practices, professional learning, and community partnerships.
Schools can offer on-site counseling, mental health screenings, and peer support programs to foster a more supportive environment that lead to students’ regular attendance.

4) Utilize Florida and national resources that provide information and services for students and families related to increasing student attendance and overcoming barriers to chronic absenteeism.

Florida Department of Education (FDOE): The FDOE Student Support Services landing page offers comprehensive resources related to student engagement, including information on school climate, multi-tiered systems of support (MTSS) and youth mental health.
Florida Department of Health – School Health Program: The Florida Department of Health-School Health Program works with schools to implement health services, including on-site health clinics and mental health supports. Their focus on school nursing services, immunizations, and health screenings help prevent health-related absences and creates healthier school environments, contributing to better attendance.
Florida Alliance of Children’s Councils and Trusts (FACCT): Many Florida counties have a Children’s Services Council which funds programs that address student needs and increase attendance. These programs may include after-school programs, mentoring, and family support services that help reduce barriers to attendance, especially for students in low-income families.
Family Network on Disabilities (FND): The FND provides training and support for families of students with disabilities. They offer resources on how to engage with schools, advocate for services, and ensure students with disabilities are receiving the appropriate supports to attend school regularly. This is crucial for families who face additional barriers related to special education needs.
Attendance Works: Attendance Works is a national initiative focused on promoting better attendance policies and practices in schools. Their website offers an extensive range of resources, including research reports, toolkits (particularly “Bringing Attendance Home” toolkit for parents), and policy briefs on reducing chronic absenteeism. They also provide targeted intervention strategies and family engagement tools.
Florida Chamber of Commerce: Florida Chambers of Commerce can help reduce chronic absenteeism by partnering with schools and businesses to offer mentorship programs, transportation solutions, and attendance incentives, motivating students to attend regularly. They also provide support for families facing hardships, ensuring basic needs like food, healthcare, and housing are met, allowing students to focus on education.

Deferment of Receipt of a Standard Diploma: Did You Know?

To support all transition stakeholders’ understanding of the process of deferment of receipt of a Florida standard diploma. Project 10 is providing a deferment tip in each edition of its Topical Briefs. Take a look at this month’s “Deferment Did You Know?”:

A frequently accessed deferment option for students meeting requirements to defer receipt of a standard diploma includes structured work-study programs. Structured work-study programs are highly flexible and can be individualized to meet the needs of students. Self-advocacy, independent living and pre-employment skills may be the cornerstone of a structured work-study program for students with more significant needs. For many students, structured work-study programs can provide opportunities to engage in their communities, gain employment skills and prepare to acquire competitive employment immediately upon exiting K-12.

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About Project 10 Topical Briefs:

Project 10 Topical Briefs provide informational summaries and resource links related to secondary transition.

Have a question? Want to find or recommend a resource? Have some great news to share?

Email us at project10@stpete.usf.edu.

For back issues of Project 10 Topical Briefs, visit our Topical Briefs page on the Project 10 website.

Project 10: Transition Education Network

Assists Florida school districts and relevant stakeholders in building capacity to provide secondary transition services to students with disabilities in order to improve their academic success and post-school outcomes.

Project 10: Transition Education Network

University of South Florida St. Petersburg

Questions or comments?

Email us at project10@stpete.usf.edu.