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Attendance Practices in High-Absenteeism Districts. EdWorkingPaper No. 24-932

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Title: Attendance Practices in High-Absenteeism Districts. EdWorkingPaper No. 24-932
Language: English
Authors: Jeremy Singer, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 40
Publication Date: 2024
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Attendance, Educational Practices, School Districts, COVID-19, Pandemics, Principals, Administrator Surveys, Barriers, Educational Planning, Educational Improvement, Communication (Thought Transfer), Social Differences, Elementary Secondary Education, Educational Change, Educational Policy, Educational Legislation, Federal Legislation, School Culture, Partnerships in Education, Resource Allocation, Attendance Patterns, Social Services
Geographic Terms: Michigan
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
Abstract: Educational policymakers, leaders, and researchers are paying increasing attention to student attendance and chronic absenteeism, especially in the wake of the COVID-19 pandemic. Though researchers have documented the consequences and causes of absenteeism, there is limited empirical evidence about what schools and districts are actually doing to improve attendance. This study presents evidence about the types of attendance practices that forty-seven high-absenteeism districts in Michigan are planning and implementing. I draw on a combination of quantitative and qualitative data from principal surveys, case studies, observations, and school improvement plans. In the 2022-23 school year, principals reported using communication practices, incentives, and to an extent providing resources to address barriers to attendance. In improvement plans, districts planned to create new organizational infrastructure and hire new personnel, with less emphasis on specific practices. These findings highlight a reliance on communication-based strategies and limited existing organizational infrastructure for addressing attendance. Though these districts have planned to develop new attendance systems and practices, it is unclear whether they will substantially reduce absenteeism, since they do not substantially address social and economic inequalities at the root of high absenteeism rates. I conclude with recommendations for monitoring new attendance practices, addressing root causes, and avoiding counterproductive practices.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672503
Database: ERIC
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  Data: Attendance Practices in High-Absenteeism Districts. EdWorkingPaper No. 24-932
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: 40
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  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Label: Laws, Policies and Program Identifiers
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  Data: Educational policymakers, leaders, and researchers are paying increasing attention to student attendance and chronic absenteeism, especially in the wake of the COVID-19 pandemic. Though researchers have documented the consequences and causes of absenteeism, there is limited empirical evidence about what schools and districts are actually doing to improve attendance. This study presents evidence about the types of attendance practices that forty-seven high-absenteeism districts in Michigan are planning and implementing. I draw on a combination of quantitative and qualitative data from principal surveys, case studies, observations, and school improvement plans. In the 2022-23 school year, principals reported using communication practices, incentives, and to an extent providing resources to address barriers to attendance. In improvement plans, districts planned to create new organizational infrastructure and hire new personnel, with less emphasis on specific practices. These findings highlight a reliance on communication-based strategies and limited existing organizational infrastructure for addressing attendance. Though these districts have planned to develop new attendance systems and practices, it is unclear whether they will substantially reduce absenteeism, since they do not substantially address social and economic inequalities at the root of high absenteeism rates. I conclude with recommendations for monitoring new attendance practices, addressing root causes, and avoiding counterproductive practices.
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  Data: 2025
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 40
    Subjects:
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Principals
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      – SubjectFull: Administrator Surveys
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      – SubjectFull: Barriers
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      – SubjectFull: Educational Planning
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Communication (Thought Transfer)
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      – SubjectFull: Social Differences
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Educational Change
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Federal Legislation
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      – SubjectFull: School Culture
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Resource Allocation
        Type: general
      – SubjectFull: Attendance Patterns
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      – SubjectFull: Social Services
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      – SubjectFull: Michigan
        Type: general
      – SubjectFull: Every Student Succeeds Act 2015
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              Y: 2024
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