reducing chronic absence
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Reducing Chronic Absence. What Will It Take?. 2014. What is Chronic Absence? What is the difference from ADA and truancy?. High Levels of Average Daily Attendance (ADA) Can Mask Chronic Absence. 90% and even 95% ≠ A. 98% ADA = little chronic absence 95% ADA = don’t know - PowerPoint PPT PresentationTRANSCRIPT
www.attendanceworks.org
Reducing Chronic AbsenceWhat Will It Take?
2014
Average
Daily
Attendance
• The % of enrolled students who attend school each day. It is used in some states for allocating funding.
Truancy
•Typically refers only to unexcused absences and is defined by each state under No Child Left Behind. It signals the potential need for legal intervention under state compulsory education laws.
Chronic
Absence
•Missing 10% or more of school for any reason -- excused, unexcused, etc. It is an indication that a student is academically at risk due to missing too much school starting in Kindergarten.
What is Chronic Absence?
What is the difference from ADA and truancy?
2
90% and even 95% ≠ A
High Levels of Average Daily Attendance (ADA) Can Mask
Chronic Absence
A B C D E F
-5%
0%
5%
10%
15%
20%
25%
30%
7%
12% 13% 13%15% 16%
Chronic Absence For 6 Elementary Schools in Oakland, CA with @ 95%
ADA in 2012
% Chronic Absence
98% ADA = little chronic absence 95% ADA = don’t know
93% ADA = significant chronic absence
A B C D E F0%
5%
10%
15%
20%
25%
30%
20% 20% 20% 21%23%
26%
Chronic Absence for 6 Schools in New York City with 90% ADA in
2011-12
% Chronic Absence
3
Truancy (unexcused absences)
Can Also Mask Chronic Absence
0
100
200
300
400
500
600
700
K 1 2 3 4 5 6 7 8 9 10 11 12
Number of Chronically Absent Versus Chronically Truant Students San Francisco Unified School District
# chronic absentees - 2010-2011
# students missing 10 days unexcused (as of May 16th 2011) 4
Why Does Attendance Matter For Achievement? What we know from research around the
country
Starting in PreK, More Years of Chronic Absence = Need for Intensive Reading
Support By 2nd Grade
* Indicates that scores are significantly different from scores of students who are never chronically absent, at p<.05 level; **p<.01; ***p<.001
Some risk
At risk
6
No attendance risks Small attendance risks Moderate attendance risks High attendance risks0%
20%
40%
60%
80%
100%
64%
43% 41%
17%
Chart TitlePercent Students Scoring Proficient or Advanced on 3rd Grade ELA
Based on Attendance in Kindergarten and in 1st Grade
Students Chronically Absent in Kindergarten and
1st Grade are Much Less Likely to Read Proficientlyin 3rd Grade
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)
7
The Long-Term Impact of Chronic Kindergarten Absence is Most
Troubling for Poor Children
40
42
44
46
48
50
52
0-3.3% in K 3.3 - 6.6% in K 6.6-10.0% in K >=10.0% in K
Ave
rage
Aca
dem
ic P
erfo
rman
ce
Absence Rate in Kindergarten
ReadingMath
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 for children living In poverty. Academic performance was lower even if attendance
had improved in 3rd grade.
8
Multiple Years of Elementary Chronic Absence
= Worse Middle School Outcomes
Oakland Unified School District SY 2006-2012, Analysis By Attendance Works
Chronic absence in 1st grade is also associated with:
• Lower 6th grade test scores
• Higher levels of suspension
Years of Chronic Absence in Grades 1-5
Increase in probability of 6th grade
chronic absence
Each year of chronic absence in elementary school is associated with a substantially higher probability of chronic
absence in 6th grade
5.9x
7.8x
18.0x
9
By 6th grade, chronic absence predicts high school drop out.
Severely Chronically Absent > 40 days absent
Chronically Absent 20 to 39 days absent
Not Chronically Absent < 20 days absent
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0% 56.3%
41.6%
25.7%
withdrew from school - likely dropped out
High School Outcomes by Rates of Chronic Absenteeism in Sixth Grade
(Baltimore City Public Schools, 1990-00 Sixth Grade Cohort)Source: Baltimore Education Research Consortium
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.
http://www.utahdataalliance.org/downloads/ChronicAbsenteeismResearchBrief.pdf 11
Attendance Is Even More Important For Graduation for Students In Poverty
Presentation to: The Interagency Council for Ending the Achievement Gap November 7, 2013, CT State Dept of Education. 12
What Do We Know About Chronic Absence in [Insert
your community]?
What Does Chronic Absence Look Like in Our District?
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Grade 11
Grade 12
0%
10%
20%
30%
40%
50%
60%
2% 1% 2% 2% 1% 1% 2% 3% 6%
27% 27%
19%24%
15%11% 10%
7%4%
6%11%
12%
14%
20% 22%
25%
33%
PERCENT_x000d_severe chronic absence PERCENT_x000d_ chronic absence
PLACEHOLDER
If it is available, add in your district data here.
Sharing data with stakeholders is a helpful– but not necessary-- step for designing a community action plan. If you do not have chronic absence data
available, feel free to delete this slide.
Sample District-wide Chronic Absence Data, Single Year
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Is Chronic Absence Increasing or Decreasing Over Time?
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Grade 11
Grade 12
0%
10%
20%
30%
40%
50%
60%
70%
15%
8%6%
8% 6%5%
10%
18%14%
49%
42% 41%
49%
9% 9%7%
4% 5% 6%
11%
19%
29%
53% 51%
36%
58%
18%
13% 12%9%
5%7%
13%15%
20%
47% 48%
44%
56%
2010-2011 2011-2012 2012-2013
Sample District-wide Chronic Absence Data, 3-Year Trend
PLACEHOLDER
If it is available, add in your district data here.
Sharing data with stakeholders is a helpful– but not necessary-- step for designing a community action plan. If you do not have chronic absence data
available, feel free to delete this slide.
15
Are Certain Subgroups of Students More Affected By
Chronic Absence?Sample District-wide Data, Single Year by Gender
Boys Girls-10%
0%
10%
20%
30%
40%
50%
60%
Elementary
Middle
Boys Girls-10%
0%
10%
20%
30%
40%
50%
60%
High
Boys Girls-10%
0%
10%
20%
30%
40%
50%
60%
16% 13
%
33%
19%
35%
39%
Moderate Chronic Absence
Severe Chronic Absence
PLACEHOLDER
If it is available, add in your district data here.
Sharing data with stakeholders is a helpful– but not necessary-- step for designing a community action plan. If you do not have chronic absence data
available, feel free to delete this slide.
16
Are Certain Subgroups of Students More Affected By
Chronic Absence?Sample Data, Percentage of Students Chronically Absent in Each Grade, by Race/Ethnicity
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 50.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
Hispanic/Latino
African Amer
White
Asian
Other
Perc
ent o
f Stu
dent
s
PLACEHOLDER
If it is available, add in your district data here.
Sharing data with stakeholders is a helpful– but not necessary-- step for designing a community action plan. If you do not have chronic absence data
available, feel free to delete this slide.
17
Find Out Why Students Are Chronically Absent
MythsAbsences 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
AversionChild struggling
academically
Lack of engaging instruction
Poor school climate and ineffective school
discipline
Parents had negative school experience
Chronic disease
18
Site-Level Strategies for Building a Culture of Attendance &
Identifying Barriers
19
• If there are schools in your district that have improved attendance and are maintaining low levels of chronic absence, consider asking them to share what they do
Local Examples of Effective Practice
20
Increased Attendance Involves a 3-Tiered Approach that Fits with
Most Reform Efforts
A small fraction of a school’s
students
Students who were chronicallyabsent in prior year or starting to miss 20% or more of school
Someof a school’s
students
Students at risk for chronic absence
All of a school’s
students
All students in the school
RecoveryPrograms
InterventionPrograms
Universal/Preventive Programs
High Cost
Low Cost
21
Students &
Families
Schools
Actionable Data
Positive Messagin
g
Capacity Building
Shared Accountabili
ty
Is accurate, accessible, and regularly reported
Expands ability to interpret data and work together to adopt best practices
Conveys why building a habit of attendance is important and what chronic absence is
Ensures monitoring & incentives to address chronic absence
Option A – use this diagram or
the version on the next slide
Community District
Ingredients for System-wide Success & Sustainability
Strategic partnerships between district and community partners address specific attendance barriers and mobilize support for all ingredients 22
Positive Messaging
Actionable Data
Strategic Partnerships
Capacity Building
Shared Accountabilit
yConveys why building a habit of attendance is important and what chronic absence is
Is accurate, accessible, and regularly reported
Expands ability to interpret data and work together to adopt best practices
between schools, agencies, and community partners address attendance barriers and mobilize support for all ingredients
Ensures monitoring and incentives and sets expectations for school leaders and teachers to address chronic absence
Ingredients for System-wide Success & SustainabilitySite-Level Strategies
Option B – use this diagram or
the version on the previous slide
23
1. Take a moment to reflect and react to the strategies discussed in this deck
2. Work through the District Self-Assessment Exercise, individually and then as a group
What Comes Next?
24