Aug 6

Aug 6 Schools are struggling with chronic absenteeism post-COVID By Phillip Howard

School districts throughout the United States have been grappling with the increased amount of absences among their student populations in recent years. The COVID-19 pandemic saw a significant change among the norms of schools when it comes to keeping their absentee rates low, and for parents who struggle when it comes to finding a reason to keep their children home.

Chronic absenteeism has only increased in recent years. During the 2015-2016 school year, there were an estimated 7.3 million students who were considered chronically absent. By the time the 2020-2021 school year finished, that number had almost doubled to 14.7 million. Outside of the pandemic being the main issue in the increased number of absences, school districts also face the double threat of federal and state mandates, as well as changing opinions among the parents school districts set out to serve.

New York State defines what is known as chronic absenteeism as missing 10 percent of school days within an academic year. Chronic absenteeism includes all types of absences including excused, unexcused, and any suspensions from school. Missing too much time from school has shown to affect students academically, and could eventually lead to falling behind and dropping out of school. Under federal mandates, the Every Student Succeeds Act (ESSA) states that schools with a chronic absentee rate above 30% are target schools for more targeted interventions, with the risk of losing funding if numbers do not improve.

Among parents, scholars have referred to the changing attitudes on the importance of school as “norm erosion.” In a recent NPR poll, 5 percent of parents of school-aged children and the general population saw school attendance as being one of the least important factors when it comes to education. The same population surveyed among parents of school-aged children also did not know the definition of chronic absenteeism, with more than half of parents surveyed, 51 percent, thinking that chronic absenteeism involves missing more than 20% of school days within a given year.

So, what has been done by attendance teachers in the Utica City School District to reduce the chronic absentee rate? I can only speak from my own experience on this matter. In my school, conducting regular phone calls, home visits, and meetings with students has helped greatly in improving the numbers overall at Watson Williams Elementary. While more universal, positive interventions, such as awarding perfect attendance certificates, is encouraging more students to come to school who may not normally get recognition for their academics.

Because of the aforementioned norm erosion due to the COVID-19 pandemic, it will be years before a new norm is established on the importance of school attendance. Schools are already taking the steps necessary to improve their situations.

For schools, however, all the blame cannot be placed on the parents, says Nicole Wyglendowski, an elementary school teacher in Philadelphia. Outside of illness, factors such as housing insecurity, lack of transportation, and a lack of adequate child care play an important role in students missing school. All of which are factors beyond a school’s control.

School districts in different states have tried anything they can to keep students in school. One of the biggest implementations schools have taken has been to make school a welcoming environment. At the local level, a few school districts have hired what is known as attendance teachers, teachers specifically trained to identify chronically absent students within their schools, and try to improve their attendance.

In my recent work in this role, I have noticed our numbers reduce significantly between the 2022-2023 and 2023-2024 academic years. According to my data, the daily attendance rate for Watson Williams Elementary within the Utica City School District has increased month-to-month by an average of 2 to 3 percent (pictured below). District-wide, the chronic absentee rate for schools that have attendance teachers decreased by 4 percent versus the schools who do not between the 22-23 and 23-24 school years.

Phillip Howard Is a teacher in the Utica City School District