Chronic absenteeism is linked to lower academic performance, and students who already lag in outcomes miss school at higher rates. Absenteeism increased during the COVID pandemic, both in Kansas and nationally. Attendance has improved but absenteeism remains higher than prior years. Kansas Education Commissioner Randy Watson has challenged school leaders to address this issue. He has cited Haysville USD 261 and Salina USD 305 for making significant progress.

There are differences in how the two districts address absenteeism, but they share some common strategies. These include making it a district priority, engaging with parents, and taking a positive approach with incentives rather than penalties.

Absent students defined

A student is considered chronically absent if he or she misses 10 percent or more of school days, either excused or unexcused. Essentially, the chronic absenteeism rate is the percentage of students who are missing a lot of school. Ten percent per year will add up to an entire year of education by senior year.

Chronic absenteeism is not the same thing as truancy. Under the state’s compulsory attendance law, all schools, public and private, are required to report as truant, students who accumulate a specific number of unexcused absences. Chronic absenteeism refers to those students whose absence, excused or unexcused, exceeds 10 percent. Local school boards set policies for determining which absences are excused and other consequences for missing school.

Why chronic absenteeism matters

Commissioner Watson has noted that children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read at grade level by the third grade. Those results can impact a student throughout their school career.

Children living in poverty are much more likely to be chronically absent while lacking the resources to make up for the lost learning in school. Like national data, Kansas State Department of Education data shows that students from a number of have categories have significantly higher rates of chronic absenteeism. This includes low income, Hispanic, African American, Native American, English Language Learners, homeless, foster care, and students with disabilities. Each of those groups also lags on state reading tests, math tests, and graduation rates.

High absenteeism can offset efforts to improve student outcomes. Additional resources and opportunities will have less impact if students are not attending school.

KSDE guidance notes that the impact of chronic absenteeism goes beyond the student who misses instruction, relationships, and social interactions. Time and resources are redirected from the entire class to re-teach or remediate students who have fallen behind.

The department has a webpage of information and support materials for attendance.

Haysville USD 261

When Haysville leaders reviewed chronic absenteeism in 2022, they first focused on ensuring that tracking and reporting of absences was accurate and consistent. They developed a clearer policy that was adopted by the school board last winter. This gave the district better data to work with allowing teachers and staff to recommend action when students are missing.

The district took additional steps to address the problem. “We know too many kids are still missing school, and this continues to negatively impact academic performance,” said Jeff Hersh, Superintendent. The district developed a consistent parent notification system and increased messaging to parents and other stakeholders about why attendance matters. “For some, being physically in school every day just didn’t seem important,” said Hersh. “We are seeing more and more evidence that most students need to be in school to learn most effectively.”

Those strategies appear to be working. Reports from the first semester of this year show the chronic absenteeism rate is on track to be below last year’s rate for both the district and state.

Assistant Superintendent Jennifer Reed credits building leaders with developing ideas for incentives to attend school, from student awards to increased parental communication to higher bus driver pay. Although those positive efforts are balanced by a stricter attendance policy, superintendent Hersh says he has received very few parent complaints.

It is important to note that views on attendance have changed outside the school as well. Haysville employers say more workers are missing time at work and want more flexibility in their hours.

Salina USD 305

Salina has significantly reduced their chronic absentee rate by shifting from a negative to a positive approach, better data to support educators, and more parental and public awareness.

“Long before 2022, we had created a local review board,” said Superintendant Linn Exline. “When a student had the number unexcused absences under compulsory attendance law, they were reported, and we then tried to work with other local agencies to provide assistance. But that’s about all we had.” That system was only activated when absences had already become a problem, Salina leaders said. It was perceived as more punitive than proactive.

As a result, Salina implemented a new system that took effect last year designed to be proactive and positive. The chronic absenteeism rate fell nearly 9 percent. This year the district is on track to continue the decline. The district points to several changes that are driving improvements.

The district now tracks student absences much more closely enabling schools to identify students more rapidly. They are using a more standardized, stepped process for giving parents notice and offering support well before a student might be reported for truancy. Salina has increased communications to parents and community members about the importance of school attendance.

The district is also trying to reduce barriers to attendance. Expanding transportation options can help parents who don’t have vehicles or who work unusual hours. Mental health services like in-school therapists can help students with anxiety about going to school. Parent classes can help families with ways to get children ready for school.

Salina school leaders say parents have been receptive. Jody Craddock-Iselin, Director of Student Support Services handles many of those calls to parents. “Sometimes a conversation is very heated at beginning,” she said. “But once I explained that we're here to help support the students and the families and that all we're trying to do is find those barriers that are keeping the kids from coming to school, the tone changes. Probably every single phone call has ended with a thank you. I think a lot of that is just letting them know that we really are here just to support kids.”