Using Chronic Absence Data to Improve Conditions for Learning

Reducing chronic absence goes hand in hand with cultivating positive conditions for learning. When schools provide engaging, supportive, welcoming and culturally responsive environments, families are inclined to help their children get to school, and students are motivated to attend, even when there are hurdles to getting there. Likewise, when students attend class consistently, positive conditions for learning — from supportive relationships with teachers to substantive, meaningful educational experiences — are more likely to occur.

This brief discusses how education leaders, community partners and policymakers can use chronic absence data to address inequities and improve student outcomes. It encourages efforts aimed at strengthening conditions for learning to fully leverage increasingly available chronic absence data. It reminds those who implement attendance improvement initiatives to take into account the underlying conditions for learning.

Chronic absence data provide an invaluable tool to identify when students, especially the most underserved, lack the opportunities and support they need to thrive and succeed in school.  Chronic absence is typically defined as missing 10 percent or more of school for any reason: excused absences, unexcused absences and suspensions.

Data on chronic absence are well-documented and serve as a warning sign that a student may be off-track academically, including reading proficiently by third grade, graduating from high school and pursuing postsecondary education.

This brief draws upon research 3 and addresses four components of conditions for learning: A. Physical and emotional health and safety B. Belonging, connectedness and support C. Academic challenge and engagement D. Adult and student social and emotional competence Although a problematic learning environment contributes to higher levels of chronic absence, positive conditions for learning do not guarantee excellent student attendance