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10 Sep 2019
Brief

Using Chronic Absence Data to Improve Conditions for Learning

Hedy N. Chang, Attendance Works
David Osher, AIR
Mara Schanfield, AIR
Jane Sundius, Attendance Works
Lauren Bauer, Attendance Works

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.

Using Chronic Absence Data to Improve Conditions for Learning, Full Report and Executive Summary
Chronic Absence: School and Community Factors (Map)

Related Work

6 Sep 2019
In the Field

mentoring-man-and-boy-on-bench-1036341598-chronic absence-sm-feature.jpg

Image of man and school-aged boy on a bench

Chronic Absence: Busting Myths and Helping Educators Develop More Effective Responses

The simple act of not attending school consistently increases the likelihood that children will be unable to read well by grade 3, fail classes in middle school, and drop out of high school. Standing in the way of truly addressing chronic absence are three harmful myths.
Topic: 
Education, School Climate and Safety, Social and Emotional Learning, Teacher Preparation and Performance

Further Reading

  • Chronic Absence: Busting Myths and Helping Educators Develop More Effective Responses
  • Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy
  • Social and Emotional Learning (SEL) Solutions at AIR
  • Spotlight on School Climate
  • A Quick Word with Jessica Heppen on Using Texting to Reduce Chronic Absenteeism in Schools
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Contact

David Osher

David Osher

Vice President and Institute Fellow
Mara Schanfield

Mara Schanfield

Senior TA Consultant

Topic

Education
Social and Emotional Learning

RESEARCH. EVALUATION. APPLICATION. IMPACT.

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