How to Reject Chronic Absenteeism as the New Normal in School Attendance – Governing

Report on Addressing Chronic Absenteeism in School Attendance

Introduction

Chronic absenteeism in schools has surged significantly during the COVID-19 pandemic and remains a critical challenge. The percentage of students missing more than 10% of the school year increased from 15% in 2019 to 28% in 2022, with 23% of K-12 students still chronically absent five years post-pandemic. This trend threatens the achievement of Sustainable Development Goal (SDG) 4: Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Key Issues and Data Transparency

Effective solutions require transparent and timely attendance data. Currently, most states publish chronic absenteeism data with significant delays, often up to ten months after the school year ends. This lack of real-time data undermines efforts to address absenteeism effectively.

1. Only 43 states published chronic absenteeism data for the 2023-24 school year as of mid-April 2025.
2. Federal investments of approximately $1 billion over two decades have supported state longitudinal data systems, yet many states still provide only annual reports.
3. Rhode Island exemplifies best practice by publishing daily attendance updates for every school, enhancing transparency and responsiveness.

Improving data transparency aligns with SDG 17: Partnerships for the Goals, emphasizing the importance of data, monitoring, and accountability in achieving sustainable development.

Disparities in Chronic Absenteeism

Chronic absenteeism disproportionately affects vulnerable student groups, exacerbating educational inequalities and hindering SDG 10: Reduced Inequalities.

• Students least likely to be absent include gifted students, Asian children, and those in grades 2 through 5.
• Students most likely to be chronically absent are homeless and foster youth, low-income students, and 12th graders.
• Low-income students suffered the greatest learning losses during the pandemic and experienced longer school closures.

These disparities highlight the urgent need for targeted interventions to ensure equitable access to education for all children.

Parental Engagement and Community Awareness

Parents and communities must have access to clear, localized attendance data to advocate effectively for their children’s education. Research indicates that high chronic absenteeism negatively impacts the learning environment for all students, not just those absent.

• Parents should receive detailed information about their child’s attendance and the chronic absenteeism rates at their child’s school and classroom level.
• Increased parental awareness supports SDG 4 by fostering community involvement in education quality and equity.

Resetting Messaging and Policy Approaches

The education sector must address mixed messages about attendance that have emerged during and after the pandemic. These include policies allowing absences to be “erased” through make-up sessions and the continuation of high grades and diplomas despite frequent absences. Such messaging undermines the importance of daily school attendance.

1. Acknowledge the harm caused by pandemic-era school closures and commit to avoiding future closures.
2. Communicate clearly to parents and students that daily attendance is essential to prevent falling behind academically.
3. Implement incentives and consequences, such as attendance thresholds for privileges and linking promotion to attendance records.
4. Enhance the quality of classroom learning to motivate students to attend regularly.

These strategies support SDG 4 by promoting effective learning environments and ensuring that no student is left behind.

Conclusion

Rejecting chronic absenteeism as the new normal is imperative to achieving Sustainable Development Goals related to education, equality, and partnerships. Improved data transparency, targeted support for vulnerable students, clear communication, and enhanced educational quality are critical steps. Collective action from education leaders, policymakers, parents, and communities is essential to restore and sustain high attendance rates, ensuring equitable and quality education for all children.

Source: Adapted from an article by Liz Cohen, The 74 Million, published June 24, 2025.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article focuses on student attendance, chronic absenteeism, and the quality of education, which directly relates to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
2. SDG 10: Reduced Inequalities – The article highlights disparities in absenteeism rates among low-income students, homeless and foster youth, and other vulnerable groups, addressing inequality issues in education access and outcomes.
3. SDG 3: Good Health and Well-being – While not explicitly stated, chronic absenteeism impacts student well-being and mental health, which relates indirectly to ensuring healthy lives and promoting well-being for all ages.

2. Specific Targets Under Those SDGs Identified

1. Under SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
2. Under SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
3. Under SDG 3: Good Health and Well-being
   • Target 3.4: Reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.

3. Indicators Mentioned or Implied to Measure Progress

1. Chronic Absenteeism Rate – The article frequently references the percentage of students missing more than 10% of school days (e.g., 15% in 2019, 28% in 2022, and 23% currently), which is a key indicator of attendance and engagement.
2. Disaggregated Attendance Data – Indicators measuring attendance rates by student subgroups such as income level, homelessness, foster status, grade level, and ethnicity (e.g., gifted students, Asian children, low-income students) are implied to assess inequalities.
3. Graduation Rates – Mentioned as climbing despite high absenteeism, graduation rates serve as an indicator of educational attainment and success.
4. Frequency and Timeliness of Attendance Data Reporting – The article stresses the importance of states publishing timely and detailed attendance data (e.g., daily vs. annual reporting) as an indicator of transparency and responsiveness.
5. Student Promotion and Retention Rates – Suggested as a measure linked to attendance policies, such as requiring summer school or repeating grades for students with excessive absences.

4. Table of SDGs, Targets, and Indicators

Source: governing.com