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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

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slide1
Reducing Chronic Absence

What Will It Take?

2014

slide2
What is Chronic Absence?

What is the difference from ADA and truancy?

slide3
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

93% ADA = significant chronic absence

slide5
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 2 nd grade
Starting in PreK, More Years of Chronic Absence = Need for Intensive Reading Support By 2nd Grade

Some risk

At risk

* Indicates that scores are significantly different from scores of students who are never chronically absent, at p<.05 level; **p<.01; ***p<.001

slide7
Students Chronically Absent in Kindergarten and1st Grade are Much Less Likely to Read Proficientlyin 3rd Grade

Source: Applied Survey Research & Attendance Works (April 2011)

slide8
The Long-Term Impact of Chronic Kindergarten Absence is Most Troubling for Poor Children

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.

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.

slide9
Multiple Years of Elementary Chronic Absence

= Worse Middle School Outcomes

Each year of chronic absence in elementary school is associated with a substantially higher probability of chronic absence in 6th grade

18.0x

  • Chronic absence in 1st grade is also associated with:
  • Lower 6th grade test scores
  • Higher levels of suspension

Increase in probability of 6th grade chronic absence

7.8x

5.9x

Years of Chronic Absence in Grades 1-5

Oakland Unified School District SY 2006-2012, Analysis By Attendance Works

slide10
By 6th grade, chronic absence predicts high school drop 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

slide11
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

slide12
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.

slide14
What Does Chronic Absence Look Like in Our District?

Sample District-wide Chronic Absence Data, Single Year

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.

slide15
Is Chronic Absence Increasing or Decreasing Over Time?

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.

slide16
Are Certain Subgroups of Students More Affected By Chronic Absence?

Sample District-wide Data, Single Year by Gender

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.

39%

35%

33%

19%

16%

13%

High

Elementary

Middle

Moderate Chronic Absence

Severe Chronic Absence

slide17
Are Certain Subgroups of Students More Affected By Chronic Absence?

Sample Data, Percentage of Students Chronically Absent in Each Grade, by Race/Ethnicity

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.

slide20
Local Examples of Effective Practice

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

slide21
Increased Attendance Involves a 3-Tiered Approach that Fits with Most Reform Efforts

Students who were chronically

absent in prior year or

starting to miss 20%

or more of school

A small fraction

of a school’s

students

High Cost

Recovery

Programs

Some

of a school’s

students

Students at risk for

chronic absence

Universal/Preventive

Programs

Intervention

Programs

All students

in the school

All of

a school’s

students

Low Cost

slide22

Ingredients for System-wide Success & Sustainability

Option A – use this diagram or the version on the next slide

District

Community

Conveys why building a habit of attendance is important and what chronic absence is

Is accurate, accessible, and regularly reported

Positive Messaging

Actionable Data

Schools

Students & Families

Shared Accountability

Capacity Building

Ensures monitoring & incentives to address chronic absence

Expands ability to interpret data and work together to adopt best practices

Strategic partnerships between district and community partners address specific attendance barriers and mobilize support for all ingredients

slide23
Ingredients for System-wide Success &Sustainability

Option B – use this diagram or the version on the previous slide

Site-Level Strategies

Positive Messaging

Actionable Data

Capacity Building

Shared Accountability

Conveys 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

Ensures monitoring and incentives and sets expectations for school leaders and teachers to address chronic absence

Strategic Partnerships

between schools, agencies, and community partners address attendance barriers and mobilize support for all ingredients

23

slide24
What Comes Next?

Take a moment to reflect and react to the strategies discussed in this deck

Work through the District Self-Assessment Exercise, individually and then as a group