Nationally, school divisions are examining data to address chronic absenteeism, identifying root causes of absenteeism and developing strategies to intervene to reduce student absenteeism. A data element often overlooked in school divisions' conversations about chronic absenteeism is the number of withdrawals and school transfers students make…

Background: School-based health centers (SBHCs) fill critical pediatric health care access gaps but typically require parental consent for enrollment. Families' responses to SBHC consent form outreach efforts may reflect broader school engagement. This study investigated whether SBHC consent form return predicted subsequent chronic absenteeism and…

The aim of the study was to assess the scale of various interrupted schooling trajectories among Polish youth, and to identify the differences and similarities between students following these trajectories and their reasons for interrupting education. In a dataset of 5,414 young Polish adults, we identified 343 (6.3%) learners who left…

Background/Context: Chronic absenteeism has received increased attention from educational leaders and policy makers, in part because of the association between attendance and important student outcomes. Student attendance is influenced by a range of student-, school-, and community-level characteristics, suggesting that a comprehensive and…

To understand the most common reasons that students leave the Austin Independent School District (AISD), and identify where students go after they leave, the Department of Research and Evaluation conducted a survey in English and Spanish. For the purpose of the survey, leavers were defined as students who attended AISD during the 2014-2015 school…

Mobile students and absent students are important subsets of at-risk students in schools and districts nationwide. As such, student mobility and school absenteeism are two challenges in K-12 education with significant policy and equity implications. Although both issues are at the nexus of schooling and society and there is an apparent overlap in…

Over the past decades, the closure of urban public schools has disrupted the educational experiences of hundreds of thousands of public schoolchildren. Since 2000, urban school districts in cities such as Chicago, Cincinnati, Detroit, Indianapolis, Kansas City, Minneapolis, New York, Philadelphia, Pittsburgh, St. Louis, and Washington, D.C. have…

This document presents the technical appendices that accompanies the full report, "Evaluation of the DC Opportunity Scholarship Program: Impacts Three Years after Students Applied." The four appendices include: (1) Program Features, Lottery Structure, Study Sample, and School Characteristics; (2) Technical Approach; (3) Impact Findings…

Across the country, urban school districts are opting to close under-enrolled schools as a way to consolidate resources. Motivated by a reported $1 billion deficit and declining enrollments in depopulating neighborhoods, the Chicago Board of Education voted in May 2013 to close 49 elementary schools and one high school program located in an…

The 2021 Tribal Education Status Report presents information and data related to students, teachers, funding, and other indicators regarding American Indian students attending New Mexico's public school districts for the 2020-2021 academic year. This report was prepared by the New Mexico Public Education Department (NM PED) and the PED's Indian…

We measure the relationship between travel time to school and students' likelihood of transfer (and where they transfer to), attendance, and test scores in Washington, DC. Travel time to school is especially salient in DC, where roughly three-quarters of students attend a school other than the one tied to their neighborhood. A longer commute is…

The purpose of this paper is to open the methods, construction and assumptions of a new performance benchmark to examination, critique, and improvement by technical experts. The paper begins with known technical questions about this new benchmark. In includes suggestions made by technical advisors. It then details the construction of the…

This report documents the interim progress of the Baltimore Community School (CommSch) strategy by examining outcomes for the 2014-15 school year. Results show that CommSch parents more often reported being connected with community resources by school staff compared to parents at other schools. They also were more likely to report that school…

The Oregon Department of Education has prepared this 2020 report on American Indian/Alaska Native (AI/AN) Students in Oregon after feedback on the original report issued in November 2017 (ED591048) from Oregon's nine federally recognized tribes in Oregon and other parties. This report includes additional indicators such as homelessness, mobility…

Homeless children usually experience high mobility. Yet, it is not clear if the degree of mobility among homeless children is associated with their academic performance. Furthermore, an emerging body of literature is beginning to examine the impact of specific living arrangements (e.g., living with families or friends) on homeless family and child…