1. How Chronic Absence Affects Student Academic Outcomes
Attend to Achieve
How Chronic Absence Affects Student Academic Outcomes
February 23, 2015

2. What is Chronic Absence?
Attendance Works recommends defining chronic absence as missing 10% or more of school for any reason.
Excused Absences
Unexcused absences
Suspensions
Chronic Absence
Chronic absence is different from truancy (3 unexcused absences, tardies of 30 minutes or more) or average daily attendance (how many students show up to school each day).
What is Chronic absence? It’s missing 10% or more of the school year for any reason. Unlike truancy, which is when a student has unexcused absences, chronic absence looks at excused absences too.

3. High Levels of Average Daily Attendance (ADA) Can Mask Chronic Absence
90% and even 95% ≠ A
Likewise, it is important to recognize the limitation of monitoring average daily attendance. Let’s say for example, you have a school with 200 students. If 190 show up to school – that is 95% attendance. But the 10 students who missed school that day are not the same 10 kids throughout the year % attendance could be masking the fact that there are 60 students -- each of whom is missing about a month of school. . It all depends whether absences are due to most students missing a few days or excessive absences among a small but still significant minority of students. This slide shows variations in chronic absence across elementary schools in Oakland – all of whom had 95 – 95.5% Average Daily Attendance .
98% ADA = little chronic absence
95% ADA = don’t know
93% ADA = significant chronic absence

4. Truancy (unexcused absences) Can Also Mask Chronic Absence
Here is a comparison of chronic absence and truancy – kids who missed 10 days without an excuse by near the end of a school year in San Francisco. Take a look at kindergarten. chronic absence identified twice as many students than if they only looked at the truancy data.

5. A Hidden National Crisis
Chronic Absence:
A Hidden National Crisis
Nationwide, as many as 7.5 million students miss nearly a month of school every year. In California, the Attorney General estimates 250,000 elementary school students are chronically absent.
Chronic absenteeism is a red alert that students are headed for academic trouble and eventually for dropping out of high school. 
Research shows that chronically absent students are less likely to succeed academically, and are more likely to be suspended and eventually dropout.
Poor attendance isn’t just a problem in high school. It can start as early as pre-kindergarten.
Why should you care about chronic absence?
You can insert local data if you have it – bullet point #3: “Last year in [our district], one out of X students was chronically absent.”

6. Less School = Lower Scores
Absences Add Up:
Less School = Lower Scores
A 10-point difference on the NAEP is equivalent to one year of learning.

7. Chronic Absence in Kindergarten and 1st Grade = Lower 3rd Grade Reading Proficiency
This research conducted on a cohort of 640 students in San Mateo and Santa Clara offers evidence that chronic early absence can profoundly affect early school success. The bar on the far right shows only 17% of students chronically absent in both kindergarten and 1st read proficiently at the end of 3rd grade as compared to 64% of students who missed 5% or less of school in both K and 1.
No risk
Missed less than 5% of school in K & 1st
Small risk
Missed 5-9% of days in both K & 1st
Moderate risk
Missed 5-9% of days in 1 year & 10% in 1 year
High risk
Missed 10% or more in K & 1st
Source: Applied Survey Research & Attendance Works (April 2011)

8. Multiple Years of Elementary Chronic Absence
= Worse Middle School Outcomes
Each year of chronic absence in elementary school is associated with a substantially higher probability of chronic absence in 6th grade
18.0x
Chronic absence in 1st grade is also associated with:
Lower 6th grade test scores
Higher levels of suspension
Increase in probability of 6th grade chronic absence
7.8x
This shows why we need to start tracking chronic absence as early as possible. We found that being chronically absent in 1st grade was associated with 5.8 – nearly six times higher chronic absence in 6th grade. Lower test scores and higher suspensions. If a child was chronically absent any three years– then they had 18 times higher levels of chronic absence!! There are other kids who fall off track in middle or high school– something happens even though they did OK in elementary school that results in their not showing up regularly. But the kids who are most expensive to bring back – we possibly lost in K and 1st – and because we were looking at truancy- -we didn’t notice that they or their families needed our help. We missed the opportunity to interrupt chronic absence before– they are so far behind and already feeling that school is not a place where they can succeed.
Do you know what the single highest predictor of chronic absence is? It isn’t race, it isn’t income – it is prior year chronic absence. I am not saying that going to school will ensure that you will do well. It is only half the battle. But I am saying not showig up is a sure fire indicator of risk.
5.9x
Years of Chronic Absence in Grades 1-5
Oakland Unified School District SY , Analysis By Attendance Works

9. Chronic Absence, Starting in the Early Grades, Contributes to the Achievement Gap
“In School, On Track 2014”, Office of the Attorney General:

10. The Effects of Chronic Absence on Dropout Rates are Cumulative
With every year of chronic absenteeism, a higher percentage of students dropped out of school.
This is data from Utah– by middle school – chronic absence is sure fire indicator of drop out across students of all backgrounds. They found just one year of chronic absence – anytime between 8th and 1st grade -was associated with 3 times higher levels of drop out . Two years– and over half dropped out.

11. Chronic Absence in High School Predicts Lower College Participation
In Rhode Island, only 11% of chronically absent high school students persisted into a 2nd year of college vs. 51% of those with low absences.
Rhode Island Data Hub: May 2014

12. How Can We Address
Chronic Absence?

13. Find Out Why Students are Chronically Absent
Myths
Absences are only a problem if they are unexcused
Sporadic versus consecutive absences aren’t a problem
Attendance only matters in the older grades
Barriers
Lack of access to health or dental care
Poor
transportation
No safe path to school
Aversion
Child struggling academically
Lack of engaging instruction
Poor school climate and ineffective school discipline
Parents had negative school experience
Chronic disease
The good news is that chronic absence is a solvable problem. But knowing what will do the trick– requires understanding what leads to a student not coming to school. There are three major kind of reasons that students don’t go to school. It starts not with not making assumptions but taking the time to find out why a student or students are missing school . And, we have found it helpful to think about the possibilities in these big buckets. (Then go through some of the issues)
Remind people that aversion isn’t always a big issue.. Among young children, aversion may be a matter of separation anxiety– the nervousness that a young child feels if he or she is going to be cared – for the first time- -by someone who isn’t a family member. What by the way– do you think kids say when they are nervous or anxious about going to school? Mommy, I have a stomach ache… So then sometimes you make think this is a barrier related to health– when the issue is really aversion.
By the same token- it is important to keep in mind aversion can reflect much more serious systemic challenges such as poor school discipline policies that are pushing students out of school. Do you realize some places still, for example, suspend students for being truant?
Data combined with the insights of student and families can help you understand what are the causes of absences. If chronic absence is concentrated in a neighborhood - -see if there are safety or transportation issue. Or find out if chronic absence is correlated with high levels of asthma and families not feeling secure about the ability of school to deal with an asthmatic attack. If chronic absence is concentrated in a classroom– it could be a matter of poor and boring instruction. Or, perhaps a teacher struggling with a bullying issue and in need of support.

14. Going to School Every Day Reflects When Families Have …
Hope
for a better future +
Faith
that school will help you or your child succeed
Capacity
Resources, skills, knowledge needed to get to school

15. AW Recommended Site-Level Strategies
At same time, we know schools and communities can understand why kids aren’t in school and turn attendance around when they implement these five strategies with fidelity. How schools carry them out can be tailored to their own realities and strengths.
Then – I go through and offer examples of what each one of these might look like. I also clarify that recognizing good and improved attendance isn’t just providing perfect attendance awards for a semester or year– which doesn’t help to motivate improvement among the students with the most problematic attendance.

16. Improving Attendance Requires a Multi-Tiered Approach
Intensive case management with coordination of public agency and legal response as needed
TIER 3 Students who missed 20% or more of the prior school year (severe chronic absence) or were chronically truant.
High Cost
Low Cost
Truancy interventions
Provide personalized early outreach
Meet with student/family to develop plan
Offer attendance Mentor/Buddy
TIER 2 Students exhibiting chronic absence (missing 10%) or receiving 3 NOTs.
Improving attendance requires a 3 tiered approach. The challenge is that too many schools and communities are failing to invest in the first two tiers of universal and preventative. The strategies we just outlined– help to ensure an investment in the bottom two tiers – recognizing good and improved attendance as well as parent and student engagement are part of universal approaches. Personalized early outreach ensures intervention happens early. Investing in these bottom tiers is both more effective and less costly. And, if schools don’t, then the top of the pyramid becomes easily becomes overwhelmed.
TIER 1
All students
Recognize good and improved attendance
Educate & engage students and families
Monitor attendance data
Clarify attendance expectations and goals
Establish positive and engaging school climate

17. Tier 1: Communication, Education, and Engagement
We also have tool kits. The parent engagement toolkit includes exercises to demonstrate the difference absenteeism makes on academic achievement and the teaching attendance toolkit includes strategies for entwining attendance messaging with pre-existing school communication and engagement strategies.

18. Criteria for Identifying Priority Students for Tier 2 Supports
Chronic absence (missed 10% or more of school) in the prior year, assuming data is available.
And/or starting in the beginning of the school year, student has:
In first 2 weeks
2 absences
In first month (4 weeks)
2-3 absences
Missing 10% any time after
In first 2 months (8 weeks)
4 absences

19. Possible Tier 2 Interventions
Recruit for engaging Before- or After-School Activities
Partner with families/students to develop Student Attendance Success Plan
Connect to Walk- to-School Companion
Positive Linkages and Engagement for Students and Families
Assign Attendance Buddies
Offer plan or contacts for Health Support

20. Key Finding: Success Mentors & Supporting Infrastructure Substantially Improved Student Attendance
Students with prior histories of chronic absenteeism who were paired with a Success Mentor gained nearly two additional weeks of school (9 days), which is educationally significant.
In the top 25% of schools, students with Success Mentors gained one additional month of school.
High School students with Success Mentors (including those overage for their grade) were 52% more likely to remain in school the following year.
Mentees reported they liked having a mentor and the mentor helped improve their attendance, schoolwork, motivation, and confidence.
MAYOR’S INTERAGENCY TASK FORCE 20

21. Tools for Tier 2: The Power of Positive Connections

22. Attendance data can help identify how to target community resources
This analysis divides all chronically absent 1st graders in Oakland Unified district into 4 tiers (almost quartiles) based upon their level of absence

23. Ingredients for System-wide Success & Sustainability
Community
District
Conveys why building a habit of attendance is important and what chronic absence is
Is accurate, accessible, and regularly reported
Positive Messaging
Actionable Data
Students & Families
Schools
At same time, we know schools and communities can understand why kids aren’t in school and turn attendance around when they implement these five strategies with fidelity. How schools carry them out can be tailored to their own realities and strengths.
Then – I go through and offer examples of what each one of these might look like. I also clarify that recognizing good and improved attendance isn’t just providing perfect attendance awards for a semester or year– which doesn’t help to motivate improvement among the students with the most problematic attendance.
Shared Accountability
Capacity Building
Ensures monitoring & incentives to address chronic absence
Expands ability to interpret data and work together to adopt best practices
Strategic partnerships between district and community partners address specific attendance barriers and mobilize support for all ingredients

24. Accountability for Chronic Absence Built into LCAP Eight Priorities
Teachers, Materials, Facilities
Academic Standards
Parent involvement
Student achievement
Pupil Engagement: Measured by all of the following, as applicable: School attendance rates; Chronic absenteeism rates; Middle school dropout rates; High school dropout rates; High school graduation rates.
School Climate: Measured by all of the following, as applicable: Pupil suspension rates; Pupil expulsion rates; Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.
Access to Courses
Other student outcomes.
The first thing you need to know is that there are 8 priorities to the LCFF and each district plan must address these priorities.
Today we’ll focus on Student engagement since chronic absence is one of the indicators that student engagement will be measured by.

25. Chronic Absence Levels Among Oakland Public Schools
Variation Across Schools Helps Identify Good Practice and Need for Intervention
Chronic Absence Levels Among Oakland Public Schools
( )
Looking at data district wide is essential because it shows where we need to intervene because levels are extremely high. Consider the 9 elementary, 4 middle schools and 9 high schools with over 20% of their students who are chronically absent!! Something needs to happen differently in the schools.
At the same time, it also helps reveal – something that the next speakers will also focus on– preventing and reducing chronic absence isn’t rocket science. It is something absolutely doable. Over the last month – I have had the absolute privilege of interviewing principals who are leading schools that have low levels of chronic absence despite having a large population of students who typically have poor attendance. One for example, had reduced its chronic absence rate from by more than

26. Los Angeles Attendance Improvement Program
Data-driven action: Data are used to identify where to place counselors, which students to target and to evaluate success.
Attendance Improvement Counselors: Attendance Improvement Counselors, along with Vista national service members, helped the schools track data, adopt universal & targeted interventions, create incentives for good attendance, reach out to students and parents, and ensure a timely response to poor attendance.
Capacity-building: The Attendance Improvement Counselors are also charged with building the capacity of the school staff, parents, and community partners to understand attendance laws, use data, and develop a comprehensive approach that includes prevention and early intervention.

27. LAUSD Attendance Improvement Program Outcomes
Note: Program operated in 77 schools, including 52 elementary and 25 high schools with poor K and 9th grade attendance

28. Characteristics of More Successful AIP programs
Strength-based approach with more positive perceptions of parents; higher expectations of their students and parents
Greater levels of parent engagement
A shared belief that everyone had a role in improving attendance and should work together
Deeper levels of commitment to program implementation and delving into the causes of absence
School leadership made improving attendance a high priority

29. The Superintendents Call to Action
Own the Issue
Mobilize the Community
Drive With Data
To sign up for the Call to Action, or to learn more, please visit:

30. Chronic Absence = The Warning Light on a Car Dashboard
The Parallels
Ignore it at your personal peril!
Address early or potentially pay more (lots more) later.
The key is to ask why is this blinking? What could this mean?