Student Achievement

Starts with Attendance

California School Board Association
Annual Education Conference
November 29, 2012

Session Presenters
Hedy Chang, Director, Attendance Works
Debra Duardo, Director, Pupil Support Services,
Los Angeles Unified School District
Don Olson, Superintendent,
Del Norte County Unified School District
Brad Strong, Sr. Director, Education Policy
Children Now (Moderator)

Reducing Chronic Absence:

What Will It Take?
An overview of why it matters and key
ingredients for improving attendance
Director: Hedy Chang
hedy@attendanceworks.org
November 2012

www.attendanceworks.org

Unpacking Attendance Terms

The % of enrolled students who attend school each day. It is often used
for allocating funding.
Average Daily
Attendance

Truancy

Typically refers only to unexcused absences and is defined by each state

under No Child Left Behind. It signals the potential need for legal
intervention under state compulsory education laws.

Missing 10% or more of school for any reason excuse, unexcused, etc.
Chronic
Absence

It is an indication that a student is academically at risk due to missing too

much school.

Moving into Action Requires Knowing if Chronic

Absence is a Problem
Most Schools Only Track Average Daily Attendance and Truancy.
Both Can Mask Chronic Absence.
Chronic Absence For 6 Elementary Schools in
Oakland, CA with @ 95% ADA in 2012
30%
25%
20%

12%

15%
10%

13%

13%

15%

16%

7%

5%
0%
A

C
D
% Chronic Absence

98% ADA = little chronic absence

95% ADA = dont know
93% ADA = significant chronic absence

Chronic Absence Versus Truancy

San Francisco Unified School District
# chronicabsentees - 2010-2011
# of combined chron/hab truants (as of May16th 2011)

700
600

# of students(duplicated)

500
400
300
200
100
0
K

10 11 12

Grade

(Note: SFUSD identified chronic truants as 10 unexcused absences)

6

Chronic Absence A Hidden National Crisis

Nationwide, as many as 7.5 million students miss nearly a month of
school every year. Thats 135 million days of lost time in the
classroom.
In some cities, as many as one in four students are missing that much
school.

Chronic absenteeism is a red alert that students are headed for

academic trouble and eventually for dropping out of high school.
Poor attendance isnt just a problem in high school. It can start as early
as pre-kindergarten.
7

Students Chronically Absent in Kindergarten and 1st Grade

are Much Less Likely to Read Proficiently in 3rd Grade
Percent Students Scoring Proficient or Advanced on 3rd Grade ELA
Based on Attendance in Kindergarten and in 1st Grade
100%

80%

64%
60%

43%

41%

40%

17%

20%

0%

No attendance risks

Small attendance risks

No risk
Small risk
Moderate risk

High risk

Moderate attendance risks

High attendance risks

Missed less than 5% of school in K & 1 st

Missed 5-9% of days in both K & 1st
Missed 5-9% of days in 1 year &10 % in 1 year

Missed 10% or more in K & 1st

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

Chronic Absence in PreK + K = Significantly

Worse Outcomes
For children chronically absent in PreK & K, the Baltimore Education
Research Consortium found:
Greater likelihood of continued poor attendance. 50% were
chronically absent again in G1, 45% in G2.

Lower outcomes in G1, G2 in reading and math, and math in G3

More often retained (26% compared with 9% of students with no
chronic absence)

More likely to be identified as needing special education

By contrast, children who participated in Head Start had better
attendance and higher 3rd grade test scores.

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 3 rd grade.
Average Academic Performance

52
50
48
46

Reading
Math

44
42
40
0-3.3% in K

3.3 - 6.6% in K

6.6-10.0% in K

>=10.0% in K

Absence Rate in Kindergarten

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.

10

There Is a Clear and Consistent Relationship Between

Early Attendance and Later Achievement
Average reading RIT scores for two cohorts of Oregon students, by absence
rates in kindergarten and 5th grade
240

0-5% days missed in K

5-10% days missed in K
10-20% days missed in K
> 20% days missed in K

230
220

0-5% days missed in 5th

5-10% days missed in 5th
10-20% days missed in 5th
> 20% days missed in 5th

210
200
3

10

Grade
Source: ECONorthwest analysis of Oregon Department of Education data, 2009-10.

11

The Effects of Chronic Absence on Dropout Rates

Are Cumulative
Proportion of Students Dropping Out by Number of Years the Student Was Chronically Absent
from 8th-12th Grades
Number of Years Chronically
Absent
0

Percent Who Dropped Out

36.4%

51.8%

58.7%

61.3%

Not Reported (<1% )

10.3%

With every year of chronic absenteeism, a higher percentage of

students dropped out of school
Source: Utah Education Policy Center, Research Brief: Chronic Absenteeism, University of Utah, July 2012.

12

Solutions Only Work if Grounded in

Understanding of What Leads to Chronic Absence

Discretion

Aversion

Barriers

Parents or
students dont
know attendance
matters

Child is struggling
academically

Lack of access to
health care

Lack of engaging
instruction

No safe path to
school

Child be being
bullied

Poor
transportation

School lacks a
strong culture of
attendance

Special thanks to Dr. Robert Balfanz, Everyone Graduates Center,

Johns Hopkins University, Baltimore, MD for providing this framework.

13

HEALTH RELATED BARRIERS

Chronic diseases such as asthma, diabetes, obesity and tooth decay affect 20
of 30% of children and adolescents.

Almost 18% of California adolescents have asthma, which was responsible

for an estimated 1.9 million missed days of school in California in 2005
Almost two million children in California come from homes that experience
food insecurity (fear of having adequate food)
More than 1 in 3 California students is obese or overweight.
More than 30% of middle and high school students in California felt sad or
hopeless for two weeks or more

Source: California Education Supports Project, WestEd, Philip R. Lee Institute for
Health Policy Studies, University of California, San Francisco. The Critical Connection
Between Student Health and Academic Achievement How Schools And Policymakers
Can Achieve A Positive Impact, March 2011

Proposed Universal Strategies for Influencing

Discretion and Identifying Causes of Absence

Recognize Good &

Improved Attendance

Parent and Student

Engagement

Personalized Early
Outreach

School Team
Monitoring Attendance
Data & Practice
15

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
Students at risk for
chronic absence

All students
in the school

High
Cost

Recovery
Programs
Intervention
Programs

Universal/Preventive
Programs

A small fraction
of a schools
students
Some
of a schools
students
All of
a schools
students
Low
Cost
16

Variation Across Schools Helps Identify Good

Practice and Need for Intervention
Chronic Absence Levels Among Oakland Public Schools
(2009-10)

17

Ingredients for Success & Sustainability in a

District
Conveys
importance of
building a
habit of
attendance &
explains what
is chronic
absence
Is accurate,
regularly
reported and
easily
obtained

Positive
Messaging

Capacity
Building

Strengthens
Family/School
Relationship

Actionable
Data

Shared
Account
-ability

Expands
ability to
interpret
data and
adopt best
practices
Ensures
monitoring
& incentives
to reduce
chronic
absence

18

Guiding Questions for LA and Del Norte

What got your district started?

What are your main strategies?
What are you main accomplishments
to date?
19

2007-08 school year, initiated by Board Member Flores-Aguilar

Connected Pupil Services to Hedy Chang

Next Steps:
Analyzed existing attendance reports
Deeper understanding of chronic absence
Helped schools understand impact of chronic absence
Created Board Informatives and Attendance
Improvement Accountability Systems
Developed Automated Truancy Notification System

21

Developed Strategic Plan

Extensive work with LAUSD Data systems to increase and

improve attendance data

Evaluated existing attendance reports and created new,

user-friendly reports
Implemented strategies to improve attendance

Accountability at every level (performance meter)

Attendance Awareness Campaign/Challenge
Attendance Improvement Pilot
Tools for schools
Student Recovery Day
22

Superintendent established Performance Meter

A scorecard to measure and guide performance as a District

Indicators center on the Districts goals:

100 percent graduation
Proficiency for All
100 percent attendance
Parent and Community Engagement
School Safety

23

LESS THAN 87%

(Far Below Basic)

87 - 91%
(Below Basic)

92 - 95%
(Basic)

96 - 99%
(Proficient)

100%
(Advanced)

25 or more
absence

15-24
absences

8-14
absences

0-7
absences

0 Absences

Performance Meter Goal

2010-11: 66% of students
2012-13: 71% of students

24

Attendance Trends

Month-to-Month
Weekly
Revenue Lost from Absences
Attendance Bands

Identify and Target Students with Attendance Problems

Attendance Not Submitted

25

26

27

Grade

Number
Percent
92 - 95%
Chronically Chronically
(Basic)
Absent
Absent

Number of Percent of
Students Students
Meeting
Meeting
Goal
Goal

Total

KINDERGARTEN

9,149

18.85%

12,347

26,818

55.26%

48,533

GRADE 1

6,312

12.98%

11,238

30,829

63.38%

48,638

GRADE 2

4,489

9.48%

9,722

32,896

69.45%

47,368

GRADE 3

4,000

8.60%

8,953

33,334

71.64%

46,532

GRADE 4

4,014

8.60%

8,993

33,400

71.59%

46,657

GRADE 5

3,919

8.42%

8,348

34,024

73.07%

46,566

GRADE 6

650

8.69%

1,334

5,391

72.04%

7,483

28

Grade

Number
Percent
92 - 95%
Chronically Chronically
(Basic)
Absent
Absent

Number of Percent of
Students Students
Meeting Meeting
Goal
Goal

Total

GRADE 6

3,447

9.66%

6,509

25,725

72.10%

35,681

GRADE 7

4,871

11.09%

7,768

31,161

70.96%

43,915

GRADE 8

5,338

11.95%

7,745

31,507

70.51%

44,685

GRADE 9

10,617

19.98%

9,414

33,003

62.10%

53,141

GRADE 10

7,881

18.00%

7,963

27,920

63.77%

43,783

GRADE 11

6,557

17.68%

6,752

23,732

63.99%

37,086

GRADE 12

7,127

19.55%

7,862

21,056

57.75%

36,458

29

Grade Level

Instructional
Days Lost

Revenue Lost
% of Total Loss
(@$31.60/day)

KINDERGARTEN

448,994

$14,188,210

9.02%

GRADE 1
GRADE 2
GRADE 3
GRADE 4
GRADE 5
GRADE 6
GRADE 7
GRADE 8

372,879
309,377
287,481
286,003
268,606
279,786
306,501
336,645

$11,782,976
$9,776,313
$9,084,400
$9,037,695
$8,487,950
$8,841,238
$9,685,432
$10,637,982

7.49%
6.22%
5.78%
5.75%
5.40%
5.62%
6.16%
6.77%

GRADE 9

627,907

$19,841,861

12.62%

GRADE 10
GRADE 11
GRADE 12
UNGRADED SPECIAL ED
Total

472,927
399,194
429,334
149,891
4,975,525

$14,944,493
$12,614,530
$13,566,954
$4,736,556
$157,226,590

9.51%
8.02%
8.63%
3.01%
100.00%

Source: MyData, 8/2011

30

Pilot Program to Address Chronic Absenteeism

LAUSD data trends demonstrated a high need for attendance
improvement in Kindergarten and Ninth grade
Launched September 2011
25 senior high schools
52 elementary schools
Targeted Support
Attendance Improvement Counselors (AIC) are assigned to identified,
highest need schools in targeted grade levels
Increase percentage of students with 96% or higher attendance

31

 Develop, implement, and evaluate targeted, grade-specific

absence prevention and attendance incentive programs and

activities

Analyze and share school-wide and grade-level student

attendance data with teachers, administrators, parents,

students

Teach and re-teach clear, positive attendance expectations

Assist with development of Attendance and Dropout

Prevention Plans

32

Model for
Attendance Improvement

5-10% of
time spent
here

Targeted/
Intensive
Individualized/
Small Group Interventions
for at-risk students

*Strategic, Intensive Interventions

*Specific and individualized plans
*Case Managed support

LEVEL: Far Below Basic

<87% in-seat attendance

Selected
10-20% of
time spent
here

Classroom/Group Strategies for

students in targeted grade level who are
considered at-risk
LEVELS: Below Basic: 87-91% in-seat attendance
Basic: 92-95% in-seat attendance

Universal Level
75-80% of
time spent
here

All students in targeted grade level

LEVELS: Proficient: 96+ % in-seat attendance
Perfect Attendance: 100%

*Re-teach Attendance
*Systems of Identification
*Student/family supports
*Documentation & Monitoring
*Team Meetings (COST/SST)
*Attendance Plan &
Data Monitoring
*Communicate goals
*Teach/reinforce good
attendance habits
*Positive School Climate
Adapted from Sprague & Walker, 2004

34

Reviewing and analyzing data

Utilizing prior year attendance data and trends to guide prevention and
early intervention efforts.
Teaching and reinforcing clear attendance expectations: Parent/student
presentations
Elementary school topics: staying healthy, kinder transition,
importance of kinder attendance in later academic years
Communication with stakeholders: Newsletters, classroom visits,
bulletins, letters

Prevention and Intervention Programs:

Individual and Group recognition programs
Tiered interventions and support

35

Attendance Manual

Attendance and Dropout Prevention templates and guides for schools

Attendance Improvement Toolkit

Pupil Services website

Alternative Education Resource Guide

36

37

39

40

41

District-wide
Proficient / Advanced
Attendance
(7 or fewer absences/year)

Chronic Absenteeism

(15 or more absences/year)

District-wide

+2.85%

-2.69%

Kindergarten

+5.47%

-4.79%

Grade 9

+2.57%

-2.54%

Attendance Improvement Schools

Proficient / Advanced
Attendance
(7 or fewer absences/year)

(15 or more absences/year)

Kindergarten

+20.35%

-13.42%

Grade 9

+7.21%

-4.92%

+7.51%

-4.92%

+4.61%

-13.33%

School-wide
Elementary
School-wide
Secondary

Chronic Absenteeism

61.92%

38.86%

37.15%
29.21%

31.50%

17.27%

63.42%
52.43%

51.13%

26.57%

26.46%
19.48%

Debra Duardo, MSW

Director, Pupil Services
debra.duardo@lausd.net

pupilservices.lausd.net
All I really need to know about how to live and what to do and how to be I learned
in Kindergarten
Robert Fulghum
45

Del Norte Unified School

District
s

Attendance Information
Don Olson, Superintendent, dolson@delnorte.k12.ca.us

Del Norte County School District:

Percent of Students with Chronic and Severe Chonic
Absence from School by Grade, 2009-2010
40%

30%

28%
25%

25%

20%

24%
21%

19%

18%
15% 15%

severe chronic absence

(missing 20%)

17%

19%
16% 16%
11%

10%

Gr
ad
e
Gr K
ad
Gr e 1
ad
Gr e 2
ad
e
Gr 3
ad
Gr e 4
ad
Gr e 5
ad
e
Gr 6
ad
Gr e 7
ad
Gr e 8
a
Gr de 9
ad
e
Gr 10
ad
Gr e 11
ad
e1
2
To
ta
l

0%

chronic absence
(missing 10%-19%)

10%

0%
4.2%
4.1%
3.1%
2.3%
6.9%

BM
JH
MP
PG
MK
2.5%
2.0%

8.1%

5.3%
2.7%

0.0%

3.3%

MT
RW
SR
CE
DNH
SS
District

11.4%

10.1%

33.9%

25.7%

21.3%

27.4%

24.2%

11.3%

11.1%

20%
20.8%

50%
100.0%

34.5%

59.0%

31.0%

59.7%

66.0%

56.0%

65.7%

52.6%

66.7%

60%

12.5%

25.3%

52.4%

55.9%

90%

27.6%

13.4%

32.2%

26.6%

40%

12.3%

13.4%

30%
57.7%

70%

24.6%

80%

13.4%

2010-2011 Attendance by School

100%

95%

90%

80%

<80%

Del Norte County Unified School District:

Percent of Students with Chronic and Severe
Chronic Absence from School by Grade, 2010-2011
40%
severe chronic
absence (missing
20%)

30%
21%

20%
10%

14%

16%
12%

9% 10%

14% 12%

16%
11%

12%
9%
5%

8%

Gr
ad
eK
Gr
ad
e1
Gr
ad
e2
Gr
ad
e3
Gr
ad
e4
Gr
ad
e5
Gr
ad
e6
Gr
ad
e7
Gr
ad
e8
Gr
ad
e9
Gr
ad
e1
0
Gr
ad
e1
1
Gr
ad
e1
2
To
t al

0%

chronic absence
(missing 10%19%)

Strategies
Attendance Incentives
Parent education
Targeted Attendance
Outreach on K, 1, and 6
Monthly Reporting to the
Board

Sample of Individual School Tracking for Average Daily Attendance

Pine Grove
100.0

90.0

96.4 96.0

80.0

70.0

60.0
Sept.

Oct.

Target Rate = 95%

Nov.

Dec.

Jan.

Goal Rate = 96%

Feb.

M ar.

Apr.

M ay

June

School Attendance Rate is in Blue

20%

10%

0%
6.1%
7.1%

BM
JH
14.0%

MP
3.1%
7.4%

PG
MK
2.7%
2.9%
2.9%

MT
RW
11.0%
8.9%

SR
CE
DNH

14.3%

24.2%

22.8%

100.0%

24.0%

26.5%

26.4%

60%

14.2%

23.6%

26.2%

14.9%

11.3%

14.4%

18.9%

37.0%

29.1%

19.8%

26.0%

50%

14.3%

30%

17.1%

40%
55.0%

53.9%

50.1%

59.3%

56.5%

54.8%

55.6%

53.5%

39.7%

49.7%

53.8%

70%

26.0%

80%

14.1%

2011-2012 Attendance by School

100%

90%
95%

6.6%

SS
District

90%

80%

<80%

Del Norte County Unified School District:

Percent of Students with Chronic and Severe
Chronic Absence from Schoolby Grade, 2011-2012
40%

chronic absence
(missing 10%19%)

30%

5%

5%
20%

7%

16%

9%

10%

17%

4%

5%

16%
14%

9%

10%

8%

12%

11%

10%

12%
10%

7%

tal
To

12
de

11
Gr
a

de
Gr
a

de

10

9
Gr
a

de

8
Gr
a

de

7
Gr
a

de

6
Gr
a

de

5
Gr
a

de

4
Gr
a

de

3
Gr
a

de

2
Gr
a

de
Gr
a

de
Gr
a

Gr
a

de

0%

severe chronic
absence (missing
20%)

Del Norte County Unified School

Average Daily Attendance Rates for 2002-03 through 2011-12
95.0%
94.0%
93.0%
92.0%
91.0%
90.0%
89.0%
88.0%
87.0%
2002-03

2003-04

2004-05

Kindergarten through 5th/6th Grade

2005-06

2006-07

2007-08

Kindergarten Through Grade 8

2008-09
Middle School

2009-10

2010-11

High School

2011-12
Overal Totals

Steps You Can Take

1. Call for a chronic absence analysis; Consider passing a board
resolution requiring such an analysis is conducted on a regular
basis
2. Use the CSBA resources to develop a more comprehensive
attendance and truancy board policy
3. Encourage your Superintendent to Sign on to the Call to Action
4. Help your Superintendent convene key community partner to
examine data and identify how they can work together to improve
student attendance
5. Encourage your district to use AW self-assessment to develop a
local plan of action
6. Ask for and use the annual model SARB report (extended version)
showing chronic absence rates by grade level.
55