Beyond The Numbers: Chronic Absenteeism’s Impact on Students and Why It Hits Home for Me

By Renee Slater

As a mother and an educator, chronic absenteeism is not just an issue presented by the education system; it is a part of my life. My daughter is a high school student who excels academically and is enrolled in Advanced Placement (AP) courses. Double-checking her achievements reveals that she has been doing exceptionally well. Yet, she is considered to be ‘chronically absent.’ Like almost all parents with teenagers, I fully understand the struggles of trying to convince them to attend school every day, especially when they seem to be performing well.

This issue became personal for me in myriad ways. Recently, I participated in an EdSource roundtable podcast hosted by EdJoin, where educators from across California gathered to discuss the issue of chronic absenteeism. I offered a dual-input angle from my parents' and educators' stand. I've noticed how missing school, even for students like my daughter who can academically keep up, affects their social connections, school engagement, and long-term habits. Even more concerning are the challenges my students, who are not supported like my daughter, face within the education system, and how consistently missing class puts them further behind.

Chronic Absenteeism is surging both in California and across the United States.

Chronic absenteeism in California has seen a steep increase. In the 2021-2022 school year, over 25 percent of students in California were chronically absent during the course of the year, representing a significant increase from 12 percent during pre-pandemic periods (Lambert & Freedburg, 2023). This increase is observed in every demographic group, but is particularly pronounced among low-income, English Learner, and special education students. This problem is not unique to California, but it also shows a broader trend across the United States, which was worsened during the pandemic due to trauma, family disintegration, and disengagement from traditional school.

The Impact of Chronic Absenteeism that Goes Beyond the Classroom

Chronic absenteeism, defined as not attending 10 percent of the school year, is not simply about class attendance hours. There is a correlation between attendance, academic performance, and graduation rates; students who consistently attend classes are more likely to achieve better academic results. According to a report by Gottfried and Gee (2017), chronically absent students are significantly less likely to gain proficiency in reading and math. They are more likely to drop out of high school. For students belonging to vulnerable groups, the impact is greater, making inequity more systemic.

Chronic absenteeism raises pertinent issues, even for students like my daughter, who keep up academically. What does success look like in a world where social-emotional development and real-world involvement are as essential as acing exams? Do attendance and success metrics accommodate the needs of students in the modern world?

Closing the GAP between DATA and ACTION

From an educational perspective, my most pressing concern is that students lack access to resources that society mistakenly assumes are widely available, such as stable housing, available relatives, and healthcare. For these students, chronic absenteeism serves as a glimpse into the dire social circumstances confronting these children. Johns Hopkins University’s Balfanz and Byrnes (2018) study reiterates the need for early and intensive school-based wraparound services and personalized engagement strategies to address chronic absenteeism.

We must shift away from punishment and zero-tolerance policies to more supportive and trauma-informed practices. Family engagement is foundational, as is more thorough integration of mental health services within schools and root-cause attendance issues at the individual student level. Everyone, from classroom teachers to clinicians, school administrators, and community partners, has a part to play.

Why Does This Work Matter

Absenteeism is a problem that necessitates attention from families, educators, and entire communities. These structures, along with students and advanced technologies, are supposed to unite and coordinate action, encouraging, monitoring, and guaranteeing class attendance. The solutions are multidimensional, just as the problem is multifaceted.

Each student is entitled to equal opportunities that are prerequisites to a dependable education, regardless of illness or life challenges. This solution impacts every segment, including parents and teachers, providing a common middle-level framework that can facilitate addressing equity gaps alongside other systemic challenges.

References

Balfanz, R., & Byrnes, V. (2018). Using Data and the Human Touch: Evaluating the NYC Inter-Agency Campaign to Reduce Chronic Absenteeism. Everyone Graduates Center, Johns Hopkins University. https://new.every1graduates.org/using-data-and-the-human-touch/

Gottfried, M. A., & Gee, K. A. (2017). Identifying students at risk of becoming chronically absent in the early elementary grades. Early Childhood Research Quarterly, 39, 1–12. https://doi.org/10.1016/j.ecresq.2016.12.002

Lambert, D., & Freedberg, L. (2023, March 6). California’s dramatic jump in chronically absent students is part of a nationwide surge. EdSource. https://edsource.org/2023/californias-dramatic-jump-in-chronically-absent-students-part-of-a-nationwide-surge/695439