CHRONIC STUDENT ABSENTEEISM IN CONNECTICUTS DISTRICTS AND SCHOOLS - - PowerPoint PPT Presentation

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CHRONIC STUDENT ABSENTEEISM IN CONNECTICUTS DISTRICTS AND SCHOOLS - - PowerPoint PPT Presentation

Oct 25, 2022 9 likes •243 views

CHRONIC STUDENT ABSENTEEISM IN CONNECTICUTS DISTRICTS AND SCHOOLS October, 2014 Ajit Gopalakrishnan, Bureau Chief Performance Office Data Prepared by: Francis Apaloo Angela Gambaccini-May Marqulle Middleton 2 School Attendance Matters

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CHRONIC STUDENT ABSENTEEISM

IN CONNECTICUT’S DISTRICTS AND SCHOOLS

October, 2014

Ajit Gopalakrishnan, Bureau Chief Performance Office Data Prepared by: Francis Apaloo Angela Gambaccini-May Marquélle Middleton

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SLIDE 2

School Attendance Matters

  • Students need to attend school daily to succeed. If chronic early absence is not

addressed at the elementary level, then it may worsen in the higher grades. A report by John Hopkins University outlines various research findings that highlight the association of chronic absenteeism to student academic achievement and high school graduation.

  • Factors that contribute to chronic absence may be situated in the family, school

and/or the community. Some examples of such factors include inadequate healthcare, high family mobility, low maternal education, food insecurity, ineffective parent engagement, and high levels of community violence.

  • Solutions to high levels of chronic absenteeism will require the collaborative

efforts of schools, communities, and families.

  • Chang & Romero, Present, Engaged & Accounted For: The Critical Importance of Addressing

Chronic Absence in the Early Grades, National Center for Children in Poverty: September 2008.

  • Balfanz, R., & Byrnes, V. (2012). Chronic Absenteeism: Summarizing What We Know From

Nationally Available Data. Baltimore: Johns Hopkins University Center for Social Organization of Schools. 2

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SLIDE 3

School Attendance: A National Problem

  • A report published by Attendance Works in 2014 suggests between 5 and 7.5

million U.S. students miss nearly a month of school each year. Chronic Absenteeism can lead to:

  • Reduced classroom instructional time
  • Lower graduation rates
  • Increased achievement gaps
  • Absenteeism in Kindergarten can negatively affect a child’s attitude toward

their school success in later elementary school years.

  • Several studies suggest that missing 10 percent of the school year in the

early grades (e.g. Preschool and kindergarten) can cause a delay in a child’s ability to master reading by the end of third grade.

Ginsburg, Jordan & Chang, Absences Add Up: How School Attendance Influences Student Success: August 2014. 3

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Defining Attendance: Terms/Measures

District/School Overall Attendance Rate

  • The percentage of a school
  • r district’s overall student

population that are physically present in school

  • n any given day. This

measure is not based on an individual student’s attendance rate.

District/School Chronic Absenteeism Rate

  • A measure of how many

students miss at least 10 percent of days enrolled for any reason including excused and unexcused absences and days absent due to out of school suspensions served.

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Why Focus on Chronic Absenteeism?

  • Commonly reported aggregate attendance measures for

districts/schools/subgroups (e.g., overall attendance rate) may not adequately highlight the extent of individual

  • absenteeism. For example, a high school may have an

attendance rate of 92% but as many as quarter of their students could be chronically absent.

  • Tracking attendance and chronic absenteeism on a

regular basis throughout the school year can help districts and schools to identify students who need interventions and support services. It is the first step to helping children achieve success in school.

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Chronic Absenteeism Calculation

  • Chronic absenteeism is defined as missing ten percent or greater
  • f the total number of days enrolled in the school year for any
  • reason. It includes both excused and unexcused absences in

addition to out of school suspensions and expulsions served. Student Attendance Rate* = Student’s Total Days of Attendance Student’s Total Days of Membership

  • A student is classified as chronically absent if his/her attendance

rate is less than or equal to 90%.

  • SDE analyzes chronic absenteeism at the state, district, school,

and student subgroup levels.

*Source: Public School Information System (PSIS) June Collection

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What have we learned?

(2013-14 Statewide Analysis)

  • 10.7 percent of K-12 students (over 56,000 students)

were chronically absent in the most recent 2013-14 school year.

  • Great disparities still exist in chronic absenteeism rates across

student subgroups at the state level and within many districts:

  • The chronic absenteeism rate for students eligible for free meals is

more than three times that of those who ineligible for lunch subsidies

  • The chronic absenteeism rates for Black/African American and

Hispanic or Latino students are both more than two times that of White students

  • English Language Learners and Students with Disabilities

continue to evidence substantially higher chronic absenteeism rates when compared to their general education peers.

  • Chronic absenteeism rates are significantly higher in the urban

districts.

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Attendance Rate and Chronic Absenteeism, 2013-14 (Eight Alliance Districts with Network Schools)

93.0% 91.7% 93.3% 92.2% 94.7% 94.7% 93.2% 93.7% 95.0% 21.3% 25.6% 19.1% 24.7% 10.7% 14.4% 20.6% 17.6% 10.7%

0% 5% 10% 15% 20% 25% 30% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A B C D E F G H State Chronic Absenteeism Rate Attendance Rate

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3-YEARS STATEWIDE DATA TREND

9 2011-12 2012-13 2013-14 YR. 1 to YR. 2 YR 2 to YR. 3

Race-Ethnicity American Indian or Alaska Native

14.6 13.9 12.2

  • 0.7
  • 1.7

Asian

7.0 7.3 6.4 0.3

  • 1.0

Black or African American

15.2 16.0 15.7 0.8

  • 0.3

Hispanic/Latino of any race

18.4 19.1 18.1 0.7

  • 0.9

Native Hawaiian or Other Pacific Islander

11.4 12.0 10.6 0.6

  • 1.5

Two or More Races

10.9 11.9 10.9 0.9

  • 1.0

White

8.0 8.2 7.2 0.2

  • 1.0

Special Populations Students with Disabilities

18.7 19.2 18.5 0.5

  • 0.7

ELL Students

18.5 18.4 18.0

  • 0.1
  • 0.4

Meal Program Status Free Meals

20.0 20.9 19.9 0.9

  • 1.0

Reduced

10.7 10.4 9.1

  • 0.3
  • 1.3

Not Eligible

6.7 6.9 6.1 0.2

  • 0.8

Grade Range Elementary Level (Grade K-3)

8.3 8.9 8.6 0.6

  • 0.3

Middle Grades (Grades 4-8)

8.9 9.0 8.4 0.1

  • 0.6

Secondary School (Grades 9-12)

16.2 16.9 15.4 0.7

  • 1.5

STATEWIDE 11.0 11.5 10.7 0.5

  • 0.8
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3-Year Analysis of Statewide Chronic Absenteeism by Meal Program Eligibility (proxy for poverty)

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20.0 20.9 19.9 10.7 10.4 9.1 6.7 6.9 6.1

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0

2011-12 2012-13 2013-14

Percent of Chronically Absent Students

Free Lunch Reduced Not Eligible

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SLIDE 11

3-Year Analysis of Statewide Chronic Absenteeism by Instructional Program

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18.7 18.5 19.2 18.4 18.5 18.0 0.0 5.0 10.0 15.0 20.0 25.0 Students with Disabilities (SWD) English Language Learners

Percent of Chronically Absent Students

2011-12 2012-13 2013-14

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SLIDE 12

Percent of Students Chronically Absent by Lunch Eligibility, 2013-14

19.9 9.1 6.1 5 10 15 20 25 Free Reduced Not-Eligible

Percent of Chronically Absent Students

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SLIDE 13

Percent of Students Chronically Absent by Race/Ethnicity, 2013-14

13 12.2 6.4 15.7 18.1 10.6 10.9 7.2

2 4 6 8 10 12 14 16 18 20

American Indian or Alaska Native Asian Black or African American Hispanic/Latino

  • f any race

Native Hawaiian or Other Pacific Islander Two or More Races White

Percent of Chronically Absent Students

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SLIDE 14

Chronic Absenteeism by Grade-Level

The chronic absenteeism rates for high school students is nearly twice that of students in grades K-8.

8.6 8.4 15.4 5 10 15 20 25 30 35 40 45 50 (Grades K-3) (Grades 4-8) (Grades 9-12)

Percent of Students Chronically Absent

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SLIDE 15

Chronic Absenteeism by District Type, 2013-14

0% 5% 10% 15% 20% 25%

Education Reform (10 districts) Non-Ed Reform Alliance (20 districts) Traditional LEAs Charter Schools RESCs Other Districts (e.g., USD) Endowed Academies CTHHS

Percent of Chronically Absent Students

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Associations between Student Attendance and Graduation

Students were grouped into the following attendance categories to examine their association to 4-year graduation and discipline

Attendance Rate Level Definition Satisfactory

Student attendance rate greater than 95%

At Risk

Student attendance rate between 90-95%

Chronically Absent

Student attendance rate of less than or equal to 90%

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Attendance in 9th Grade and Graduation in 4 Years by Meal Eligibility, 2012-13 Cohort

84.8 96.4 74.4 91.7 38.8 70.0

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Eligible for Free Meals Not Eligible for Meal Subsidies

Percent of Students

SATISFACTORY AT-RISK CHRONICALLY ABSENT

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Attendance in 9th Grade and Graduation in 4 years by Race/Ethnicity, 2012-13 Cohort

88.6 86.6 95.9 75.3 74.4 90.1 42.3 37.6 62.2

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Black Hispanic or Latino White

Percent of Students

SATISFACTORY AT-RISK CHRONICALLY ABSENT

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Attendance of Students Receiving ISS, OSS or Expulsion by Race: Percent of Students (unduplicated) 2011-12

4180 5723 4733 3602 4149 4995 5527 4355 6425 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Black or African American Hispanic/Latino of any race White Chronically Absent At-Risk Satisfactory

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Attendance of Students Receiving ISS, OSS or Expulsion by Race: Percent of Students (unduplicated) 2012-13

4130 5780 4300 3466 3997 4596 4647 3791 5052 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Black or African American Hispanic/Latino of any race White Chronically Absent At-Risk Satisfactory

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Discipline Incident (ISS, OSS, Expulsion) in 9th Grade and Graduation in 4 Years, 2013 Cohort

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56.3 90.1

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Grade 9 Disciplinary Offense No Disciplinary Offense

Percent of Student

4-Year Cohort Graduate

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Discipline Offenses (ISS, OSS, Expulsion) in 9th Grade and Graduation in 4 Years by Lunch Eligibility, 2013 Cohort

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71.5 94.8 47.5 76.8

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Grade 9 ISS, OSS, Expulsion No Disciplinary Offense Grade 9 ISS, OSS, Expulsion No Disciplinary Offense NO MEAL ELIGIBILITY FREE MEAL ELIGBILITY

Percent of Students

4-Year Cohort Graduate

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CT Chronic Absenteeism Summary

  • Chronic absenteeism is a significant challenge for Connecticut.

African American, Hispanic or Latino, students with disabilities, English Language Learners, and those reported as eligible for Free or reduced meal subsidies evidence substantially higher rates of chronic absenteeism than their peers who do not belong to those respective subgroups.

  • Though the severity of overall absenteeism varies across school

districts in our state, subgroup disparities exist among a vast majority

  • f districts statewide.
  • In 2013-14, 10.7% (N=56,171) of K-12 students in our State were

chronically absent.

  • A three year trend analysis of State level data reveals only a slight

decrease in the percent of chronically absent students from year to year with no substantial decreases across student subgroups (e.g. Race, Grade Level Groupings, SWD, ELL).

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