RESEARCH ABOUT CHRONIC ABSENTEEISM

Research shows a direct relationship between regular school attendance and
student learning outcomes (
Gottfried, 2010Lamdin, 1996London, Sanchez & Castrechini, 2016Roby, 2004). There is no substitute for a missed instructional opportunity due to chronic absence. Students can’t learn if they aren’t present.

The early years of elementary school are essential to develop literacy, numeracy
and social skills (
Applied Survey Research, 2011). According to Sparks (2011),
"a student who can't read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time." If poverty
is added as a factor then the below grade level student is 13 times less likely to graduate on time than their his/her proficient or wealthier peer (
Sparks, 2011).

Poor attendance during the elementary years widens skill gaps that may prove
difficult to impossible to overcome through remediation (
Attendance Works, 2014). Research indicates that absenteeism in middle and high school can accurately
predict high school dropout rates (
Balfanz & Chang, 2016Ginsburg, Jordan
& Chang, 2014
).



Faria, A. M., Sorensen, N., Heppen, J., Bowdon, J., Taylor, S., Eisner, R.,
& Foster, S. (2017). Getting students on track for graduation: Impacts of the
Early Warning Intervention and Monitoring System after one year.


Gottfried, M. (2017). Linking getting to school with going to school.

Jacob, B., & Lovett, K. (2017). Chronic absenteeism: An old problem in search
of new answers.
Brookings Institution.