In the past ten years, chronic absenteeism has attracted increasing attention. Research correlates chronic absenteeism with lower standardized test scores and grade point averages. Chronic absenteeism also correlates with higher rates of grade retention and dropping out (UEPC, 2012). Being present in school is a necessary precondition to receiving…

The federal McKinney-Vento Act broadly defines homelessness in an effort to provide protections and supports for students living in a variety of unstable housing situations. This ensures school stability and continued enrollment at a time when a student's nighttime residence may be constantly changing. In Washington, the number of children and…

At the end of each school year, each school district compiles, verifies, and submits summary data on truancy petitions to the Office of Superintendent of Public Instruction (OSPI). This is the second year the OSPI has collected truancy data at the student level, specifically whether a student has had a truancy petition filed on them. In the…

Each school year, approximately 6.8 million students miss at least 15 days of school, putting their academic success at risk and making them chronically absent as defined by the federal government. This report provides case studies that detail specific ways cities are leading efforts to get students to school each day. Case studies for the…

This report describes characteristics of AISD students from the Class of 2014 who graduated on time, dropped out, or continued in high school. The report also includes demographic information and data for dropout risk factors identified in previous research.

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…

Research points to the critical importance of helping young children get into the habit of attending school every day. Good attendance in the early years is strongly correlated with reading proficiently by the end of third grade, graduating from high school on time, and success in adulthood. Chronic absence is an early-warning sign that…

One of the most enduring and contentious debates in education circles concerns the best way to hold schools and districts accountable for improving outcomes for students and closing achievement gaps. Lawmakers, teachers, district administrators, parents, and other stakeholders--all with strong and differing opinions--have wrestled for decades with…

The gap between the levels of learning that education systems are providing and what children, communities and economies need, is growing. The breadth and depth of this learning crisis constitute the greatest global challenge to preparing children and adolescents for life, work and active citizenship. The lesson of the learning crisis is clear:…

The Houston Independent School District's (HISD) goal is to produce capable, confident young adults who are poised to excel in whatever they do. Whether they emerge from high school with dreams of pursuing higher education or choose to enter the workforce immediately, HISD wants its graduates to be ready to succeed. One way they assess their…

Community colleges across the country have created innovative, data-informed programs that are models for educating underprepared students, engaging traditionally underserved students, and helping students from all backgrounds succeed. However, because most of these programs have limited scope, the field now has pockets of success rather than…

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the…

This report presents the 2011 Montana Youth Risk Behavior alternative school student frequency distributions. These frequency distributions are based upon surveys with 274 alternative school students in Montana during February of 2011. Frequency distributions may not total 274 due to nonresponse and percents may not total 100 percent due to…

This paper presents the U.S. Bureau of Indian Affairs' Bureau-Wide Annual Report Card for 2008-2009. This report, covering 186 schools provides data tables on: (1) Enrollment; (2) Average Daily Attendance Rate, Graduation Rate and Dropout Rate; (3) Student Achievement; and (4) High Quality Teachers.

This report is the second in a series examining the causes and consequences of chronic absenteeism during the early school years, based on analyses of data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K, National Center for Education Statistics). It is part of National Center for Children in Poverty's larger Pathways to…