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In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance. Only in the past two or three years has chronic absenteeism become the focus of attention among policy makers, civil rights advocates, and educators. Absent from School provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day.
Studies have made it clear poor attendance results in reduced academic performance. Since the new standard of measuring engagement for students in California schools includes chronic absenteeism data, rather than merely average daily attendance, many schools have been surprised to learn they have an attendance problem. This study is a depth look at how well a California K- 8 school understands why their chronic absenteeism numbers are above the state averages and continuing to grow. Before an effective intervention plan can be developed and implemented, the school must first have a clear understanding of the contributing factors to poor attendance. The study reveals the current interventions are appropriate but only as a partial solution to the problem. Using the abundant research on attendance and applying the knowledge to parent perception and school climate data, this qualitative case study results in a clear understanding of how well the school understands and addresses the problem of poor attendance. The study collects data from the state attendance reports, a parent school site survey, and an interview with the intervention specialist at the school. Analysis of this data suggests a broader, school-wide program with targeted communication and intentional development of a culture which positively shapes parent perceptions of school will be required to turn the tide of rising absenteeism. The study recommendation proposes a three-tiered intervention plan based on literature and data to improve the chronic absenteeism rates at the site. Although this in-depth case study is limited to one rural school site, the knowledge regarding the importance of school climate and parent perceptions when addressing chronic absenteeism is applicable to other schools who are trying to understand an attendance problem and improve the academic success of students by reducing the number of chronically absent kids.
State Mandates, School Policies and Practices: What Schools Say They Are Doing to Address Chronic Absenteeism By Tony Michael Valencia Doctor of Education University of California, Los Angeles, 2018 Professor Kathryn M. Anderson, Co-chair Professor Mark P. Hansen, Co-chair School attendance and chronic absenteeism have been at the forefront of state and federal mandates. Students who attend school every day have better school and life outcomes. On the other hand, students who are chronically absent are more likely to experience poor school results (lower grades, not reading at grade level) and future negative outcomes (unlikely to graduate from high school and college, more likely to engage in risky behavior). This study looked at what schools are doing to increase attendance and decrease chronic absenteeism. A mixed methods approach was used. A total of 17 individuals were interviewed and a survey was created based on responses. A survey was then completed by 47 district representatives that identified practices they were using to increase attendance and decrease chronic absenteeism. The results of the interviews and surveys indicate the power of using a multi-tiered system of support to increase attendance and decrease chronic absenteeism. Those districts interviewed knew the needs of their schools and had proactive systems in place to increase attendance and decrease chronic absenteeism. Further, the study also identified common barriers that are making it difficult for students to attend school daily.
This manual presents the body of laws, regulations, and practices related to attendance accounting and reporting in California public schools. Following the introduction, section 1 presents information on compulsory attendance, including residency requirements, interdistrict transfers, exemptions, absences, and truancy. Section 2 provides guidelines for understanding school admission policy and immunization requirements. The third section describes the apportionment-calculation process in terms of absences, instructional time requirements, emergencies and apportionment credit, and apportionment consequences of interdistrict/interstate attendance. Section 4 outlines procedures unique to particular programs, such as adult education, public college attendance, continuation education, county community schools, home/hospital instruction, independent study, juvenile court schools, opportunity education, regional occupational centers and programs, weekend classes, vocational education, and year-round education. The final section offers guidelines for attendance reports and recordkeeping, including basic requirements, software approval, and audits. Two indexes are included. (LMI)