View in EDS

Student-Level Attendance Patterns across Three Post-Pandemic Years

Saved in:
Bibliographic Details
Title: Student-Level Attendance Patterns across Three Post-Pandemic Years
Language: English
Authors: Tom Swiderski (ORCID 0009-0001-5914-3175), Sarah Crittenden Fuller (ORCID 0000-0003-1607-5325), Kevin C. Bastian (ORCID 0000-0003-2734-9133)
Source: Educational Evaluation and Policy Analysis. 2026 48(1):400-407.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305S220003
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Attendance Patterns, Attendance, African American Students, Hispanic American Students, White Students, Low Income Students, Elementary School Students, Racial Differences, COVID-19, Pandemics
Geographic Terms: North Carolina
DOI: 10.3102/01623737251315715
ISSN: 0162-3737
1935-1062
Abstract: We examine student attendance patterns in North Carolina across three post-pandemic years (2021-22 to 2023-24) compared to three pre-pandemic years (2016-17 to 2018-19). We find that the percentage of students who were chronically absent at least once over the 3-year period increased from 17% pre-pandemic to 38% post-pandemic, while the percentage who were chronically absent in all 3 years quadrupled from 2.4% to 9.6%. Persistent chronic absence rates are higher for Black and Hispanic than for White students and for students in high-poverty schools. Results show that while chronic absenteeism has been widespread post-pandemic, some students are experiencing especially deep and persistent levels of absenteeism. These students may face deeper underlying challenges to attendance and require more intensive intervention to recover.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1496354
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1496354
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student-Level Attendance Patterns across Three Post-Pandemic Years
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tom+Swiderski%22">Tom Swiderski</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-5914-3175">0009-0001-5914-3175</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Crittenden+Fuller%22">Sarah Crittenden Fuller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1607-5325">0000-0003-1607-5325</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kevin+C%2E+Bastian%22">Kevin C. Bastian</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2734-9133">0000-0003-2734-9133</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2026 48(1):400-407.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305S220003
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Attendance+Patterns%22">Attendance Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.3102/01623737251315715
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-3737<br />1935-1062
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We examine student attendance patterns in North Carolina across three post-pandemic years (2021-22 to 2023-24) compared to three pre-pandemic years (2016-17 to 2018-19). We find that the percentage of students who were chronically absent at least once over the 3-year period increased from 17% pre-pandemic to 38% post-pandemic, while the percentage who were chronically absent in all 3 years quadrupled from 2.4% to 9.6%. Persistent chronic absence rates are higher for Black and Hispanic than for White students and for students in high-poverty schools. Results show that while chronic absenteeism has been widespread post-pandemic, some students are experiencing especially deep and persistent levels of absenteeism. These students may face deeper underlying challenges to attendance and require more intensive intervention to recover.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1496354
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496354
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3102/01623737251315715
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 400
    Subjects:
      – SubjectFull: Attendance Patterns
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: North Carolina
        Type: general
    Titles:
      – TitleFull: Student-Level Attendance Patterns across Three Post-Pandemic Years
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tom Swiderski
      – PersonEntity:
          Name:
            NameFull: Sarah Crittenden Fuller
      – PersonEntity:
          Name:
            NameFull: Kevin C. Bastian
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0162-3737
            – Type: issn-electronic
              Value: 1935-1062
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Evaluation and Policy Analysis
              Type: main
ResultId 1