Attendance, Punctuality & Chronic Absence: Possible - - PowerPoint PPT Presentation

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Attendance, Punctuality & Chronic Absence:

Possible Implications for Early Childhood & Community School Linkages

Coalition of Community Schools - National Forum Philadelphia, April 7, 2010

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Annie E Casey Foundation’s Grade Level Reading Strategy

Close the Gap



Kids need to be Ready for school cognitively, socially, emotionally, and physically



Kids need to be Present at school (They can’t learn if they aren’t there)



Kids need High-Quality learning opportunities, in school and outside of school Raise the Bar



Parents and systems need High Standards And Good Data for accountability, advocacy, and continuous improvement

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Attendance Definitions

Chronic Absence: missing 10% or more of school over the course of an entire academic year for any reason. 10% was associated with declining academic performance in our research. No standard definition currently exists. Truancy: refers only to unexcused absences Average Daily Attendance: the percent of enrolled students who attend school each day

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Myth #1

Regular school attendance in Kindergarten does not really matter.

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Chronic K absence is associated with lower academic performance in 1st grade for all children, especially reading for Latino children.

Reality:

Chronic Absence in K Affects Academics

Source: National Center for Children in Poverty (NCCP)

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Among poor children, chronic absence in kindergarten predicted lower 5th grade achievement.

Reality:

Chronic Absence in K Affects Academics

Source: National Center for Children In Poverty

7 Source: Baltimore Education Research Consortium

Reality:

Poor 6th Grade Attendance Predicts Drop out

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Myth #2

We don’t need to worry about large numbers of students missing school until middle or high school.

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Nationwide, 1 out of 10 K & 1st graders are chronically

• absent. (Source: NCCP).

Chronic early absence can be even higher in some

• localities. (Across 9 districts, ranged from 5% to 25%
• f K-3 graders).

Chronic Early Absence Across Localiti 17.4% 12.9% 6.0% 13.79% 8.6% 12.0% 26.7% 22.7% 5.4% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 1 2 3 4 5 6 7 8 9

Locality

Reality:

Chronic Early Absence Can Reach High Levels

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5.3 4.1 3.2 4.1 4.1 16.8 17.9 20.4 30.1 39.8

13.1 11.3 10.4 11.8 10.9 17.1 18.9 18.8 17.1 16.6

0.0 10.0 20.0 30.0 40.0 50.0 60.0 99-00 00-01 01-02 02-03 03-04 99-00 00-01 01-02 02-03 03-04

Rates of Chronic Absenteeism from 1999-00 to 2003-04 Both Cohorts

Severely Chronically Absent (<79% Attendance) Chronically Absent (79-88% Attendance)

First Grade Cohort Sixth Grade Cohort

*Grade level assumes on-time promotion. Not all were promoted each year. 2nd gr *1st gr 3rd gr 4th gr 5th gr 6th gr 7th gr 8th gr 9th gr 10th gr

Chronic Absence in Baltimore MD

Source: Baltimore Education Research Consortium

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Reality:

Chronic Early Absence Affects All Children

 Education of all children can be adversely

affected because teachers may divert attention to chronically absent children or re-teach lessons.

 In states where schools are funded based

upon ADA, chronic absence reduces overall level of resources available to a school.

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Myth #3

Most educators regularly monitor when students are chronically absent.

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Reality:

Most Do Not Monitor Chronic Absence

 Schools typically only track data on average

daily attendance and truancy (unexcused absence).

 BUT both can mask high levels of chronic

absence.

 Especially in the early grades, children are

not likely to be home without the knowledge

• f an adult who can call in to say they will

be absent.

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Source: Baltimore Education Research Consortium : Baltimore Elementary School Data 2007-2008

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Reality:

Most Do Not Monitor Chronic Absence

 Even if schools ID students missing extended

periods of school, data are rarely used to examine problematic patterns of chronic absence (e.g. by classroom, grade, school, neighborhood or sub-population).

 Educators may overlook sporadic vs

consecutive absences.

 Absences/attendance not always built into

longitudinal student data systems.(It is not required by the America Competes Act or NCLB.)

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Myth #4

Because families are ultimately responsible for children getting to school every day, schools can’t do anything to address chronic absence.

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Reality:

Schools + Communities CAN Make A Difference

Characteristics of Effective Strategies



Partner with community agencies to help parents carry out their responsibility to get children to school.

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Make chronic absence a priority, set a target and monitor progress over time.

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Examine factors contributing to chronic absence, especially from parent perspective

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Begin early ideally in Pre-K

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Combine universal and targeted strategies.

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Offer positive supports before punitive action.

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A Comprehensive Programmatic Response

High Quality Engaging Educational Program Attendance Incentives Early outreach & case management to families with poor attendance Coordinated public agency and legal crisis response Quality Early Care and Education Experiences Family Engagement in School Access to Preventative Health Care Parent Education & Peer Support Roll Regularly Taken in Caring Manner

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Tailored Approaches are Most Effective

 When chronic absence occurs in the early

years, examine the extent to which schools, families and communities each might contribute to and improve poor attendance.

(See Present, Engaged & Accounted For, by Chang & Romero)

 Key factors contributing to chronic absence

can vary by community.

 High levels of chronic absence suggest

systemic challenges affecting the school or community.

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Specific Considerations for Younger Children

• Many parents may not be aware that attendance in

preK & K matters.

• Young children’s attendance is affected by what

happens to parents. Multiple maternal and family risk factors increase chronic absence.

• Participation in formal child care is associated with

lower chronic absence in kindergarten.

• Poor health was associated with higher chronic

absence for in K-3 for children from 200-300% of poverty.

Parents get children to school on time every day.

 A preschool

strength.

 Support and

engage parents in work habit and informal education activities.

 Preschool

experience-base an asset for elementary schools.

 Collect data  Take and

display photos weekly

 Honor families

at school-wide event each marking period

 Gold - silver -

bronze

 Charts for children (new)  Picture-taking reinforces vocabulary,

concepts, children’s pride.

 Picture wall source of pride for parents.  Awards assembly bored everyone.  School-wide family event = fun, strengthens

home / school relationships