Battling student absenteeism with grandmas, vans and a lot of love
How can high rates of absenteeism coexist with high daily attendance?
Early warning systems fall short in combating absenteeism at school
3 years since the pandemic wrecked attendance, kids still aren't showing up to school
A third of public school children were chronically absent after classrooms re-opened, advocacy group says
How To Handle Anxiety-Fueled Refusals To Go To School
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FM","link":"/"}},"mindshift_63368":{"type":"posts","id":"mindshift_63368","meta":{"index":"posts_1591205157","site":"mindshift","id":"63368","score":null,"sort":[1709831121000]},"guestAuthors":[],"slug":"battling-student-absenteeism-with-grandmas-vans-and-a-lot-of-love","title":"Battling student absenteeism with grandmas, vans and a lot of love","publishDate":1709831121,"format":"standard","headTitle":"Battling student absenteeism with grandmas, vans and a lot of love | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Each weekday morning, just after 7 a.m., Kathryn Sellers runs through a list of five phone numbers. They belong to parents at Pittsburgh Arlington, a nearby pre-K-8 public school.\u003c/p>\n\u003cp>Sellers, who has been awake since 5:30 a.m., brings a cheerful start to each family’s day, even over voicemail. She wishes each one a great day, adding, “I love you” before hanging up.\u003c/p>\n\u003cp>The nana wake-up calls, as Sellers calls them, are part of a community effort to connect families with the resources needed to ensure their kids get to and from school each day.\u003c/p>\n\u003cp>“Because we live in this time where the kids are falling between the cracks, and we’re trying not to let that happen,” Sellers said.\u003c/p>\n\u003cp>Rates of chronic absenteeism in U.S. schools \u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">soared during the COVID-19 pandemic\u003c/a>, and many districts are still struggling to get students back into the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://www.wesa.fm/education/2023-12-05/pittsburgh-public-schools-inequity-absenteeism-report\">34% of all students\u003c/a> in the Pittsburgh Public Schools are considered chronically absent, meaning they missed at least 10% of school days. Research shows that this \u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">can cause serious problems\u003c/a>, affecting whether a student is likely to read by third grade or graduate from high school.\u003c/p>\n\u003cp>With more than half of students frequently absent, Pittsburgh Arlington has one of the highest \u003ca href=\"https://www.pghschools.org/Page/5075\">rates of chronic absence\u003c/a> in the district. Because of that, the nanas program tries to intervene early on.\u003c/p>\n\u003cp>In addition to the warm calls, families in the program receive free van rides to and from Pittsburgh Arlington each day. Many of them lack the transportation or resources to get their children there otherwise.\u003c/p>\n\u003cp>The school district \u003ca href=\"https://www.wesa.fm/education/2018-10-25/think-parkway-gridlock-is-bad-try-commuting-by-school-bus\">doesn’t provide busing to students\u003c/a> who live less than a mile and a half from the school building, instead asking them to walk or find another way to school.\u003c/p>\n\u003cp>According to the district, more than 60% of Pittsburgh Arlington’s approximately 353 students fall within that range. Vervina Nelson’s son, a kindergartener there, is among them.\u003c/p>\n\u003cp>“And he’s only 5 years old. So it’s like the rain, the snow, when it’s cold, it’s too much — and it’s a nice walk,” Nelson says. “I mean, he’s going up hills, like it’s a walk.”\u003c/p>\n\u003cp>But driving him hasn’t necessarily been an option either. Nelson works at a hospital as a care assistant and often has to be there long before the school day starts.\u003c/p>\n\u003cp>Because Pittsburgh Arlington doesn’t have before-school care for kids with parents who have to be at work, Nelson has to rely on her oldest daughter.\u003c/p>\n\u003cp>“If she doesn’t have to be at work, I would have her take him, or I would try to call my sister and have her take him,” Nelson explains. “Or he missed a lot of days and had to stay home with my mom.”\u003c/p>\n\u003cp>She even called the school board to see whether it could arrange transportation, but came up empty. District officials said that while schools are partnering with community groups to fill in the gaps, they can’t reach everyone.\u003c/p>\n\u003cp>Nelson says her son ended up missing much of the first two months of school: “There were times where, the days that he was missing, he was begging to go to school.”\u003c/p>\n\u003cp>Then, a few weeks into the school year, Pittsburgh Arlington connected Nelson with the nanas program. She now gets her son ready for school before she leaves for work, and a family member makes sure he gets on the school van.\u003c/p>\n\u003cp>Her designated nana, Gwen, calls each morning too. Nelson said the conversation always ends with “I love you.”\u003c/p>\n\u003cp>“She’s a joy,” Nelson said. “We’ll tell each other, ‘Oh, I’m going to pray for you today. Will you pray for me?’ She’s a sweetheart.”\u003c/p>\n\u003cp>The nanas program was born from a partnership between Pittsburgh Arlington and the Brashear Association, a neighborhood nonprofit.\u003c/p>\n\u003cp>The association also hosts a food bank, after-school youth programming, employment services and utility and rental assistance, all of which families in the nanas program have access to.\u003c/p>\n\u003cp>With two, nine-seat vans that each run two routes, the nanas program can carry 36 kids to and from Arlington each day. Crystal Caldwell, the school’s principal, says roughly 20 students remain on the program’s waitlist.\u003c/p>\n\u003cp>“I wish we could have more partnerships like that, that we could have vans giving the children door-to-door [transportation],” Caldwell said. “Our waitlist is so long because families are like, ‘Hey, I’d really love this.'”\u003c/p>\n\u003cp>In the meantime, the school is working with other community partners to come up with additional solutions. The school pays its staff to walk students most of the way home, and a nearby church is expected to launch a before-school care program this spring.\u003c/p>\n\u003cp>Caldwell said that she’s also working to make the school a place that students want to attend. Pittsburgh Arlington has partnered with local arts organizations to provide special programming students can look forward to, and the school social worker meets with each class to give the students pep talks on coming to school.\u003c/p>\n\u003cp>“We’re doing everything we can to get children to feel like this is the coolest place to be,” Caldwell said. “We’re just still up against that barrier sometimes with what happens in family situations that’s out of their control.”\u003c/p>\n\u003cp>That’s why Tiffini Gorman, director of strategic partnerships at the nonprofit A+ Schools, is working with Pittsburgh Public Schools districtwide to address the attendance problem from multiple angles.\u003c/p>\n\u003cp>“If you call 50 families, there might be 50 different things that happened. It could be things that are happening at home. It could be the child has mental health issues or anxiety,” Gorman said. “It could be clothing. It could be things happening in the neighborhood.”\u003c/p>\n\u003cp>A+ Schools helped advocate for the city to install better sidewalks on the way to Pittsburgh Arlington and worked with the Brashear Association to get funding for the nanas program.\u003c/p>\n\u003cp>Gorman said that, too often, families are blamed for not getting their kids to school, but chronic absenteeism is an issue for the entire community to take on.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s such a complicated issue, and it’s not just one person’s responsibility,” she added. “I think all of us need to work together to make sure that kids have what they need and have a school that they want to go to.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 90.5 WESA. To see more, visit \u003ca href=\"http://wesa.fm/\">90.5 WESA\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Battling+student+absenteeism+with+grandmas%2C+vans+and+a+lot+of+love&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A Pittsburgh program is tackling chronic absenteeism by using community volunteers, who are doing everything they can to get kids to school every day.","status":"publish","parent":0,"modified":1710945214,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1164},"headData":{"title":"Battling student absenteeism with grandmas, vans and a lot of love | KQED","description":"A Pittsburgh program is tackling chronic absenteeism by using community volunteers, who are doing everything they can to get kids to school every day.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63369","twTitle":"","twDescription":"","twImgId":"mindshift_63369","socialDescription":"A Pittsburgh program is tackling chronic absenteeism by using community volunteers, who are doing everything they can to get kids to school every day.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Battling student absenteeism with grandmas, vans and a lot of love","datePublished":"2024-03-07T17:05:21.000Z","dateModified":"2024-03-20T14:33:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Jillian Forstadt","nprByline":"Jillian Forstadt","nprImageAgency":"WESA","nprStoryId":"1233965709","nprApiLink":"http://api.npr.org/query?id=1233965709&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/03/07/1233965709/chronic-student-absenteeism-nana-grandmas-calls?ft=nprml&f=1233965709","nprRetrievedStory":"1","nprPubDate":"Thu, 07 Mar 2024 05:00:00 -0500","nprStoryDate":"Thu, 07 Mar 2024 05:00:19 -0500","nprLastModifiedDate":"Thu, 07 Mar 2024 05:00:20 -0500","nprAudio":"https://play.podtrac.com/npr-434975886/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240305_me_a_pittsburgh_program_is_tackling_chronic_absenteeism_using_community_volunteers.mp3?orgId=360&topicId=1013&d=282&story=1233965709&ft=nprml&f=1233965709","nprAudioM3u":"http://api.npr.org/m3u/11236335573-de53be.m3u?orgId=360&topicId=1013&d=282&story=1233965709&ft=nprml&f=1233965709","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63368/battling-student-absenteeism-with-grandmas-vans-and-a-lot-of-love","audioUrl":"https://play.podtrac.com/npr-434975886/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240305_me_a_pittsburgh_program_is_tackling_chronic_absenteeism_using_community_volunteers.mp3?orgId=360&topicId=1013&d=282&story=1233965709&ft=nprml&f=1233965709","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Each weekday morning, just after 7 a.m., Kathryn Sellers runs through a list of five phone numbers. They belong to parents at Pittsburgh Arlington, a nearby pre-K-8 public school.\u003c/p>\n\u003cp>Sellers, who has been awake since 5:30 a.m., brings a cheerful start to each family’s day, even over voicemail. She wishes each one a great day, adding, “I love you” before hanging up.\u003c/p>\n\u003cp>The nana wake-up calls, as Sellers calls them, are part of a community effort to connect families with the resources needed to ensure their kids get to and from school each day.\u003c/p>\n\u003cp>“Because we live in this time where the kids are falling between the cracks, and we’re trying not to let that happen,” Sellers said.\u003c/p>\n\u003cp>Rates of chronic absenteeism in U.S. schools \u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">soared during the COVID-19 pandemic\u003c/a>, and many districts are still struggling to get students back into the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://www.wesa.fm/education/2023-12-05/pittsburgh-public-schools-inequity-absenteeism-report\">34% of all students\u003c/a> in the Pittsburgh Public Schools are considered chronically absent, meaning they missed at least 10% of school days. Research shows that this \u003ca href=\"http://www.floridarti.usf.edu/resources/format/pdf/Chronic%20Absenteeism%20Lit%20Review%202018.pdf\">can cause serious problems\u003c/a>, affecting whether a student is likely to read by third grade or graduate from high school.\u003c/p>\n\u003cp>With more than half of students frequently absent, Pittsburgh Arlington has one of the highest \u003ca href=\"https://www.pghschools.org/Page/5075\">rates of chronic absence\u003c/a> in the district. Because of that, the nanas program tries to intervene early on.\u003c/p>\n\u003cp>In addition to the warm calls, families in the program receive free van rides to and from Pittsburgh Arlington each day. Many of them lack the transportation or resources to get their children there otherwise.\u003c/p>\n\u003cp>The school district \u003ca href=\"https://www.wesa.fm/education/2018-10-25/think-parkway-gridlock-is-bad-try-commuting-by-school-bus\">doesn’t provide busing to students\u003c/a> who live less than a mile and a half from the school building, instead asking them to walk or find another way to school.\u003c/p>\n\u003cp>According to the district, more than 60% of Pittsburgh Arlington’s approximately 353 students fall within that range. Vervina Nelson’s son, a kindergartener there, is among them.\u003c/p>\n\u003cp>“And he’s only 5 years old. So it’s like the rain, the snow, when it’s cold, it’s too much — and it’s a nice walk,” Nelson says. “I mean, he’s going up hills, like it’s a walk.”\u003c/p>\n\u003cp>But driving him hasn’t necessarily been an option either. Nelson works at a hospital as a care assistant and often has to be there long before the school day starts.\u003c/p>\n\u003cp>Because Pittsburgh Arlington doesn’t have before-school care for kids with parents who have to be at work, Nelson has to rely on her oldest daughter.\u003c/p>\n\u003cp>“If she doesn’t have to be at work, I would have her take him, or I would try to call my sister and have her take him,” Nelson explains. “Or he missed a lot of days and had to stay home with my mom.”\u003c/p>\n\u003cp>She even called the school board to see whether it could arrange transportation, but came up empty. District officials said that while schools are partnering with community groups to fill in the gaps, they can’t reach everyone.\u003c/p>\n\u003cp>Nelson says her son ended up missing much of the first two months of school: “There were times where, the days that he was missing, he was begging to go to school.”\u003c/p>\n\u003cp>Then, a few weeks into the school year, Pittsburgh Arlington connected Nelson with the nanas program. She now gets her son ready for school before she leaves for work, and a family member makes sure he gets on the school van.\u003c/p>\n\u003cp>Her designated nana, Gwen, calls each morning too. Nelson said the conversation always ends with “I love you.”\u003c/p>\n\u003cp>“She’s a joy,” Nelson said. “We’ll tell each other, ‘Oh, I’m going to pray for you today. Will you pray for me?’ She’s a sweetheart.”\u003c/p>\n\u003cp>The nanas program was born from a partnership between Pittsburgh Arlington and the Brashear Association, a neighborhood nonprofit.\u003c/p>\n\u003cp>The association also hosts a food bank, after-school youth programming, employment services and utility and rental assistance, all of which families in the nanas program have access to.\u003c/p>\n\u003cp>With two, nine-seat vans that each run two routes, the nanas program can carry 36 kids to and from Arlington each day. Crystal Caldwell, the school’s principal, says roughly 20 students remain on the program’s waitlist.\u003c/p>\n\u003cp>“I wish we could have more partnerships like that, that we could have vans giving the children door-to-door [transportation],” Caldwell said. “Our waitlist is so long because families are like, ‘Hey, I’d really love this.'”\u003c/p>\n\u003cp>In the meantime, the school is working with other community partners to come up with additional solutions. The school pays its staff to walk students most of the way home, and a nearby church is expected to launch a before-school care program this spring.\u003c/p>\n\u003cp>Caldwell said that she’s also working to make the school a place that students want to attend. Pittsburgh Arlington has partnered with local arts organizations to provide special programming students can look forward to, and the school social worker meets with each class to give the students pep talks on coming to school.\u003c/p>\n\u003cp>“We’re doing everything we can to get children to feel like this is the coolest place to be,” Caldwell said. “We’re just still up against that barrier sometimes with what happens in family situations that’s out of their control.”\u003c/p>\n\u003cp>That’s why Tiffini Gorman, director of strategic partnerships at the nonprofit A+ Schools, is working with Pittsburgh Public Schools districtwide to address the attendance problem from multiple angles.\u003c/p>\n\u003cp>“If you call 50 families, there might be 50 different things that happened. It could be things that are happening at home. It could be the child has mental health issues or anxiety,” Gorman said. “It could be clothing. It could be things happening in the neighborhood.”\u003c/p>\n\u003cp>A+ Schools helped advocate for the city to install better sidewalks on the way to Pittsburgh Arlington and worked with the Brashear Association to get funding for the nanas program.\u003c/p>\n\u003cp>Gorman said that, too often, families are blamed for not getting their kids to school, but chronic absenteeism is an issue for the entire community to take on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s such a complicated issue, and it’s not just one person’s responsibility,” she added. “I think all of us need to work together to make sure that kids have what they need and have a school that they want to go to.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 90.5 WESA. To see more, visit \u003ca href=\"http://wesa.fm/\">90.5 WESA\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Battling+student+absenteeism+with+grandmas%2C+vans+and+a+lot+of+love&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63368/battling-student-absenteeism-with-grandmas-vans-and-a-lot-of-love","authors":["byline_mindshift_63368"],"categories":["mindshift_21579"],"tags":["mindshift_21146"],"featImg":"mindshift_63369","label":"mindshift"},"mindshift_63191":{"type":"posts","id":"mindshift_63191","meta":{"index":"posts_1591205157","site":"mindshift","id":"63191","score":null,"sort":[1708340407000]},"guestAuthors":[],"slug":"how-can-high-rates-of-absenteeism-coexist-with-high-daily-attendance","title":"How can high rates of absenteeism coexist with high daily attendance?","publishDate":1708340407,"format":"standard","headTitle":"How can high rates of absenteeism coexist with high daily attendance? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Why is it that only 15% of public school leaders say they’re \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">“extremely concerned”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about student absences, according to a recent Education Department survey? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This question gnawed at me as I wrote my last column about how \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school\">\u003cspan style=\"font-weight: 400\">chronic absenteeism remains stubbornly high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in elementary, middle and high schools. Defined as missing at least 10% of the school year, or 18 out of 180 days, chronic absenteeism doubled from about \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">15% of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic to \u003c/span>\u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\">\u003cspan style=\"font-weight: 400\">about 30%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the 2021-22 school year. \u003c/span>\u003ca href=\"https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/\">\u003cspan style=\"font-weight: 400\">Attendance has failed to snap back and recovered only a bit during the 2022-23\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> year, according to data from 38 states and the District of Columbia collected by FutureEd, a think tank based at Georgetown University. More than one out four students remain chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By any measure, this level of absenteeism is alarming. It’s why \u003c/span>\u003ca href=\"https://nces.ed.gov/nationsreportcard/blog/attendance_and_naep_2022_score_declines.aspx\">\u003cspan style=\"font-weight: 400\">test scores are sliding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and why schools are struggling to help students catch up from pandemic learning losses. Mass absenteeism also affects students who are attending school because teachers cannot keep pace with the lessons they’re supposed to teach when so many classmates have missed core concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why don’t more principals understand the crisis that is happening inside their school buildings?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer is not because absenteeism affects only a small number of high-poverty schools. \u003c/span>\u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\">\u003cspan style=\"font-weight: 400\">Sixty-five percent of all schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> had at least 20% of their students chronically absent in 2021-22, according to the most recent federal data. The surge is widespread across the nation, affecting not just cities and rural areas, but the suburbs, too. One small example: the number of chronically absent students more than \u003c/span>\u003ca href=\"https://public-edsight.ct.gov/students/chronic-absenteeism?language=en_US\">\u003cspan style=\"font-weight: 400\">doubled in Simsbury, Connecticut\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a wealthy suburb of Hartford, from 6% in 2018-19 to 14% in 2021-22 and remained elevated above 12% in 2022-23. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The complacency about absenteeism may have to do with the attendance data that school leaders see everyday, which is typically a list of absent students. Each day, this can seem like a reasonable number – perhaps 30 students in a school of 300. And yet alarmingly high absenteeism rates can lurk beneath attendance rates that seem fine. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ninety percent sounds like good attendance, but it is not,” said Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, who has been studying the post-pandemic surge in absenteeism.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malkus showed me spreadsheets of 2022-23 attendance data from three states: Illinois, Ohio and Florida. In the districts where 90% of the students showed up every day, the chronic absenteeism rate ranged from 28% to 46%. Think about this. There are many schools where an overwhelming majority of students are present on any given day, but more than two out of five students are still missing big chunks of the school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a more current example from a middle school in Nashville, Tennessee. Its principal told me that his average daily attendance rate is currently 93.5%, an improvement from last year. But as of February 2024, chronic absenteeism is already 22.9% – more than one in five students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can this be? At first glance it seems the combination of high attendance and high absenteeism is a paradox.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dave Moyer, an education data analyst in Portland, Oregon, who has been studying absenteeism for more than a decade, helped me solve the puzzle. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Consider a school with 90% attendance and 100 students. Imagine that in September, 90 kids have perfect attendance and the same 10 kids are absent for the entire month. Already 10% of the students have missed more than 18 school days, crossing the threshold of chronic absenteeism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Say their parents lure them back to the classroom and a different group of 10 students is absent for all of October. The chronic absenteeism rate doubles to 20%. In November, the October absentees return to school and a fresh group of 10 kids play hooky: chronic absenteeism jumps to 30%. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63195\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2.jpg\" alt=\"\" width=\"780\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2-160x117.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2-768x562.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If this extreme pattern continues, where a fresh group of 10 kids stops attending each month, you’ll reach 40% chronic absenteeism halfway through the year. In theory, the chronic absenteeism rate could grow to 90% during a nine-month school year, equaling the 90% daily attendance rate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, most chronically absent kids aren’t missing for a whole month at once, and those who are out for weeks at a time tend not to have perfect attendance when they return. But this stylized example of a rotating cast of absent students helps explain why chronic absenteeism isn’t simply the opposite of attendance. Chronic absenteeism isn’t just 10% when attendance rates are 90%. It’s a lot higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism manifests itself in different patterns, Moyer said. Some kids will be out for a week or two in a row, and school leaders know who those kids are. Others miss three or four days every month. Those absences add up, eventually crossing the chronically absent threshold after several months, but they’re not as obvious.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unclear how many principals are able to monitor their chronic absenteeism data on a regular basis. The state of Rhode Island recently built a public \u003c/span>\u003ca href=\"https://www3.ride.ri.gov/attendance/public\">\u003cspan style=\"font-weight: 400\">data dashboard to track chronic absenteeism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at every school, and it’s updated daily. Connecticut updates its \u003c/span>\u003ca href=\"https://edsight.ct.gov/relatedreports/Supporting%20Student%20Participation%20in%202020-21.html\">\u003cspan style=\"font-weight: 400\">absenteeism dashboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> monthly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools, it’s trickier to keep track of chronic absenteeism than it is to take attendance. It’s like remembering how many days each of your children has forgotten to do the dishes during the year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools generally don’t calculate chronic absenteeism in house. Typically, schools upload their attendance rolls to the district, and a computer in a back office does it. Sometimes chronic absenteeism calculations are conducted only once at the end of the year, for required \u003c/span>\u003ca href=\"https://eddataexpress.ed.gov/download/data-builder/data-download-tool?f%5B0%5D=program%3AChronic%20Absenteeism&f%5B1%5D=school_year%3A2021-2022\">\u003cspan style=\"font-weight: 400\">state reporting to the Department of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which began collecting data on chronic absenteeism in 2015. By the time this data filters back down to school leaders, if it does filter down, it is old information and it’s too late for school leaders to do much about it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Armstrong, the principal of the Nashville middle school mentioned above, read aloud his high chronic absenteeism figures from a computer dashboard purchased by his school district. He counts himself among the minority of principals who are extremely concerned about these numbers. His eighth graders, he said, have the highest rates: already 29% of them are chronically absent. But not all principals across the country have access to current attendance data like Armstrong does.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armstrong said he’s put a team of teachers and staff on the problem. They are calling parents to find out why students aren’t coming. Chronic absenteeism has improved since last year, but it’s still much higher than before the pandemic. And it’s hard, as a school leader, to be judged by a metric that schools can’t control. “I’m not the alarm clock,” he said. “We need to have parents at the table to figure out why they’re allowing their kids to miss 30, 40, 50 days of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “I’m frustrated,” he said. “We just want our kids to be here.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-the-chronic-absenteeism-puzzle/\">\u003cem>chronic absenteeism \u003c/em>\u003c/a>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"More than 1 in 4 students are chronically absent, yet school leaders may not be able to see this pattern beneath daily attendance rates that seem fine.","status":"publish","parent":0,"modified":1708390386,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1283},"headData":{"title":"How can high rates of absenteeism coexist with high daily attendance? | KQED","description":"More than 1 in 4 students are chronically absent, yet school leaders may not be able to see this pattern beneath daily attendance rates that seem fine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"More than 1 in 4 students are chronically absent, yet school leaders may not be able to see this pattern beneath daily attendance rates that seem fine.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How can high rates of absenteeism coexist with high daily attendance?","datePublished":"2024-02-19T11:00:07.000Z","dateModified":"2024-02-20T00:53:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63191/how-can-high-rates-of-absenteeism-coexist-with-high-daily-attendance","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Why is it that only 15% of public school leaders say they’re \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">“extremely concerned”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about student absences, according to a recent Education Department survey? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This question gnawed at me as I wrote my last column about how \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school\">\u003cspan style=\"font-weight: 400\">chronic absenteeism remains stubbornly high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in elementary, middle and high schools. Defined as missing at least 10% of the school year, or 18 out of 180 days, chronic absenteeism doubled from about \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">15% of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic to \u003c/span>\u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\">\u003cspan style=\"font-weight: 400\">about 30%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the 2021-22 school year. \u003c/span>\u003ca href=\"https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/\">\u003cspan style=\"font-weight: 400\">Attendance has failed to snap back and recovered only a bit during the 2022-23\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> year, according to data from 38 states and the District of Columbia collected by FutureEd, a think tank based at Georgetown University. More than one out four students remain chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By any measure, this level of absenteeism is alarming. It’s why \u003c/span>\u003ca href=\"https://nces.ed.gov/nationsreportcard/blog/attendance_and_naep_2022_score_declines.aspx\">\u003cspan style=\"font-weight: 400\">test scores are sliding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and why schools are struggling to help students catch up from pandemic learning losses. Mass absenteeism also affects students who are attending school because teachers cannot keep pace with the lessons they’re supposed to teach when so many classmates have missed core concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why don’t more principals understand the crisis that is happening inside their school buildings?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer is not because absenteeism affects only a small number of high-poverty schools. \u003c/span>\u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\">\u003cspan style=\"font-weight: 400\">Sixty-five percent of all schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> had at least 20% of their students chronically absent in 2021-22, according to the most recent federal data. The surge is widespread across the nation, affecting not just cities and rural areas, but the suburbs, too. One small example: the number of chronically absent students more than \u003c/span>\u003ca href=\"https://public-edsight.ct.gov/students/chronic-absenteeism?language=en_US\">\u003cspan style=\"font-weight: 400\">doubled in Simsbury, Connecticut\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a wealthy suburb of Hartford, from 6% in 2018-19 to 14% in 2021-22 and remained elevated above 12% in 2022-23. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The complacency about absenteeism may have to do with the attendance data that school leaders see everyday, which is typically a list of absent students. Each day, this can seem like a reasonable number – perhaps 30 students in a school of 300. And yet alarmingly high absenteeism rates can lurk beneath attendance rates that seem fine. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ninety percent sounds like good attendance, but it is not,” said Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, who has been studying the post-pandemic surge in absenteeism.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malkus showed me spreadsheets of 2022-23 attendance data from three states: Illinois, Ohio and Florida. In the districts where 90% of the students showed up every day, the chronic absenteeism rate ranged from 28% to 46%. Think about this. There are many schools where an overwhelming majority of students are present on any given day, but more than two out of five students are still missing big chunks of the school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a more current example from a middle school in Nashville, Tennessee. Its principal told me that his average daily attendance rate is currently 93.5%, an improvement from last year. But as of February 2024, chronic absenteeism is already 22.9% – more than one in five students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can this be? At first glance it seems the combination of high attendance and high absenteeism is a paradox.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dave Moyer, an education data analyst in Portland, Oregon, who has been studying absenteeism for more than a decade, helped me solve the puzzle. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Consider a school with 90% attendance and 100 students. Imagine that in September, 90 kids have perfect attendance and the same 10 kids are absent for the entire month. Already 10% of the students have missed more than 18 school days, crossing the threshold of chronic absenteeism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Say their parents lure them back to the classroom and a different group of 10 students is absent for all of October. The chronic absenteeism rate doubles to 20%. In November, the October absentees return to school and a fresh group of 10 kids play hooky: chronic absenteeism jumps to 30%. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63195\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2.jpg\" alt=\"\" width=\"780\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2-160x117.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2-768x562.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If this extreme pattern continues, where a fresh group of 10 kids stops attending each month, you’ll reach 40% chronic absenteeism halfway through the year. In theory, the chronic absenteeism rate could grow to 90% during a nine-month school year, equaling the 90% daily attendance rate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, most chronically absent kids aren’t missing for a whole month at once, and those who are out for weeks at a time tend not to have perfect attendance when they return. But this stylized example of a rotating cast of absent students helps explain why chronic absenteeism isn’t simply the opposite of attendance. Chronic absenteeism isn’t just 10% when attendance rates are 90%. It’s a lot higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism manifests itself in different patterns, Moyer said. Some kids will be out for a week or two in a row, and school leaders know who those kids are. Others miss three or four days every month. Those absences add up, eventually crossing the chronically absent threshold after several months, but they’re not as obvious.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unclear how many principals are able to monitor their chronic absenteeism data on a regular basis. The state of Rhode Island recently built a public \u003c/span>\u003ca href=\"https://www3.ride.ri.gov/attendance/public\">\u003cspan style=\"font-weight: 400\">data dashboard to track chronic absenteeism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at every school, and it’s updated daily. Connecticut updates its \u003c/span>\u003ca href=\"https://edsight.ct.gov/relatedreports/Supporting%20Student%20Participation%20in%202020-21.html\">\u003cspan style=\"font-weight: 400\">absenteeism dashboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> monthly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools, it’s trickier to keep track of chronic absenteeism than it is to take attendance. It’s like remembering how many days each of your children has forgotten to do the dishes during the year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools generally don’t calculate chronic absenteeism in house. Typically, schools upload their attendance rolls to the district, and a computer in a back office does it. Sometimes chronic absenteeism calculations are conducted only once at the end of the year, for required \u003c/span>\u003ca href=\"https://eddataexpress.ed.gov/download/data-builder/data-download-tool?f%5B0%5D=program%3AChronic%20Absenteeism&f%5B1%5D=school_year%3A2021-2022\">\u003cspan style=\"font-weight: 400\">state reporting to the Department of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which began collecting data on chronic absenteeism in 2015. By the time this data filters back down to school leaders, if it does filter down, it is old information and it’s too late for school leaders to do much about it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Armstrong, the principal of the Nashville middle school mentioned above, read aloud his high chronic absenteeism figures from a computer dashboard purchased by his school district. He counts himself among the minority of principals who are extremely concerned about these numbers. His eighth graders, he said, have the highest rates: already 29% of them are chronically absent. But not all principals across the country have access to current attendance data like Armstrong does.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armstrong said he’s put a team of teachers and staff on the problem. They are calling parents to find out why students aren’t coming. Chronic absenteeism has improved since last year, but it’s still much higher than before the pandemic. And it’s hard, as a school leader, to be judged by a metric that schools can’t control. “I’m not the alarm clock,” he said. “We need to have parents at the table to figure out why they’re allowing their kids to miss 30, 40, 50 days of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “I’m frustrated,” he said. “We just want our kids to be here.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-the-chronic-absenteeism-puzzle/\">\u003cem>chronic absenteeism \u003c/em>\u003c/a>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63191/how-can-high-rates-of-absenteeism-coexist-with-high-daily-attendance","authors":["byline_mindshift_63191"],"categories":["mindshift_21504"],"tags":["mindshift_21146","mindshift_21097","mindshift_21030"],"featImg":"mindshift_63192","label":"mindshift"},"mindshift_63142":{"type":"posts","id":"mindshift_63142","meta":{"index":"posts_1591205157","site":"mindshift","id":"63142","score":null,"sort":[1707735650000]},"guestAuthors":[],"slug":"early-warning-systems-fall-short-in-combating-absenteeism-at-school","title":"Early warning systems fall short in combating absenteeism at school","publishDate":1707735650,"format":"standard","headTitle":"Early warning systems fall short in combating absenteeism at school | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has surged across the country since the pandemic, with more than \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">one out of four students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> missing at least 18 days of school a year. That’s more than three lost weeks of instruction a year for more than 10 million school children. An even higher percentage of poor students, \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">more than one out of three\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, calls chronic absenteeism – not learning loss – “the greatest challenge for public schools.” At a \u003c/span>\u003ca href=\"https://www.aei.org/events/chronic-absenteeism-after-the-pandemic/?mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w&mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w\">\u003cspan style=\"font-weight: 400\">Feb. 8, 2024 panel discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Malkus said, “It’s the primary problem because until we do something about that, academic recovery from the pandemic, which is significant, is a pipe dream.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63144\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63144\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png\" alt=\"\" width=\"780\" height=\"325\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-768x320.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students who have missed at least 18 days or 10% of the school year remained stubbornly high after schools reopened. More than one out of three students in high poverty schools were chronically absent in 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One district in the Southeast tried to tackle its post-pandemic surge in absenteeism with a computer dashboard that tracks student data and highlights which students are in trouble or heading toward trouble. Called an early warning system, tracking student data this way has become common at schools around the country. (I’m not identifying the district because a researcher who studied its efforts to boost attendance agreed to keep it anonymous in exchange for sharing the outcomes with the public.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s schools had re-opened in the fall of 2020 and were operating fully in person, but students could opt for remote learning upon request. Yet nearly half of the district’s students weren’t attending school regularly during the 2020-21 year, either in person or remotely. One out of six students had crossed the “chronically absent” threshold of 18 or more missed days. That doesn’t count quarantine days at home because the student contracted or was exposed to Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early warning system color coded each student for absences. Green designated an “on track” student who regularly came to school. Yellow highlighted an “at risk” student who had missed more than 4% of the school year. And red identified “off track” students who had not come to school 10% or more of the time. During the summer of 2021, school staff pored over the colored dots and came up with battle plans to help students return. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fellow at Harvard University’s Center for Education Policy Research studied what happened the following 2021-22 school year. The results, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737231221503\">\u003cspan style=\"font-weight: 400\">published online in the journal Educational Evaluation and Policy Analysis on Feb. 5, 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, were woefully disappointing: the attendance rates of low-income students didn’t improve at all. Low-income students with a track record of missing school continued to miss as much school the next year, despite efforts to help them return. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only students to improve their attendance rates were higher income students, whose families earned too much to qualify for the free or reduced price lunch program. The attendance of more advantaged students who had been flagged red for “off track” (chronically absent) improved by 1 to 2 percentage points. That’s good, but four out of five of the red “off track” students came from low-income families. Only 20% of the pool of chronically absent students had been helped … a bit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The selling point for early warning systems is that they can help identify students before they’re derailed, when it’s easier to get back into the routine of going to school. But, distressingly, neither rich nor poor students who had been flagged yellow for being “at risk” saw an improvement in attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yusuf Canbolat, the Harvard fellow, explained to me that early warning systems only flag students. They don’t tell educators how to help students. Every child’s reason for not coming to school is unique. Some are bullied. Others have asthma and their parents are worried about their health. Still others have fallen so behind in their school work that they cannot follow what’s going on in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common approaches, such as calling parents and mailing letters, tend to be more effective with higher-income families, Canbolat explained to me. They are more likely to have the resources to follow through with counseling or tutoring, for example, and help their child return to school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Low-income families, by contrast, often have larger problems that require assistance schools cannot provide. Many low-income children \u003ca href=\"https://www.kqed.org/mindshift/60125/3-things-we-get-wrong-in-responding-to-child-grief-and-how-to-do-better\">lost a parent or a guardian to COVID\u003c/a> and are \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">still grieving\u003c/a>. Many families in poverty \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">need housing, food, employment, healthcare, transportation or even help with laundry\u003c/a>. That often requires \u003ca href=\"https://www.kqed.org/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed\">partnerships with community organizations and social service agencies\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Canbolat said that school staff in this district tried to come up with solutions that were tailored to a child’s circumstances, but giving a family the name of a counseling center isn’t the same as making sure the family is getting the counseling it needs. And there were so many kids flagged for being at risk that the schools could not begin to address their needs at all. Instead, they focused on the most severe chronic absence cases, Canbolat said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hedy Chang, executive director of Attendance Works, a nonprofit that is working with schools to improve attendance, said that a case management approach to absenteeism isn’t practical when so many students aren’t coming to school. Many schools, she said, might have only one or two social workers focusing on attendance and their caseloads quickly become overloaded. When nearly half of the students in a school have an attendance problem, system-wide approaches are needed, Chang said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One systematic approach, she said, is to stop taking an adversarial tone with families — threatening parents with fines or going to court, or students with suspensions for truancy violations. “That doesn’t work,” Chang said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recommends that schools create more ways for students to build relationships with adults and classmates at school so that they look forward to being there. That can range from after-school programs and sports to advisory periods and paying high schoolers to mentor elementary school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The most important thing is kids need to know that when they walk into school, there’s someone who cares about them,” said Chang.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the disappointing results of using an early warning system to combat absenteeism, both researchers and experts say the dashboards should not be jettisoned. Chang explained that they still help schools understand the size and the scope of their attendance problem, see patterns and learn if their solutions are working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was shocked to read in a recent School Pulse Panel survey conducted by the Department of Education in November 2023 that only \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of school leaders said they were “extremely concerned” about student absences. In high-poverty neighborhoods, there was more concern, but still only 26%. Given that the number of students who are chronically absent from schools has almost doubled to \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">28% from around 15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic, everyone should be very concerned. If we don’t find a solution soon, millions of children will be unable to get the education they need to live a productive life. And we will all pay the price.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">\u003ci>\u003cspan style=\"font-weight: 400\">school early warning systems\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A post-pandemic study of a school district's early warning system found no effect on absenteeism among low-income students.","status":"publish","parent":0,"modified":1707532099,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1312},"headData":{"title":"Early warning systems fall short in combating absenteeism at school | KQED","description":"A post-pandemic study of a district tracking and flagging at-risk students found no effect on absenteeism among low-income students .","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A post-pandemic study of a district tracking and flagging at-risk students found no effect on absenteeism among low-income students .","schema":{"@context":"http://schema.org","@type":"Article","headline":"Early warning systems fall short in combating absenteeism at school","datePublished":"2024-02-12T11:00:50.000Z","dateModified":"2024-02-10T02:28:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism has surged across the country since the pandemic, with more than \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">one out of four students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> missing at least 18 days of school a year. That’s more than three lost weeks of instruction a year for more than 10 million school children. An even higher percentage of poor students, \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">more than one out of three\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, are chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, calls chronic absenteeism – not learning loss – “the greatest challenge for public schools.” At a \u003c/span>\u003ca href=\"https://www.aei.org/events/chronic-absenteeism-after-the-pandemic/?mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w&mkt_tok=NDc1LVBCUS05NzEAAAGRJFftD8ZW5N5b6961lEMZRYB14RTg-KMkKHSePjhGpg8Bhr4iYb8Rwhe-jrER9XKvNBJNr2o4cDMyvx-E_Rzlcmp1HrJtUNYEK6kXyrNpLxsC1w\">\u003cspan style=\"font-weight: 400\">Feb. 8, 2024 panel discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Malkus said, “It’s the primary problem because until we do something about that, academic recovery from the pandemic, which is significant, is a pipe dream.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63144\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63144\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png\" alt=\"\" width=\"780\" height=\"325\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-160x67.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image1-768x320.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students who have missed at least 18 days or 10% of the school year remained stubbornly high after schools reopened. More than one out of three students in high poverty schools were chronically absent in 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One district in the Southeast tried to tackle its post-pandemic surge in absenteeism with a computer dashboard that tracks student data and highlights which students are in trouble or heading toward trouble. Called an early warning system, tracking student data this way has become common at schools around the country. (I’m not identifying the district because a researcher who studied its efforts to boost attendance agreed to keep it anonymous in exchange for sharing the outcomes with the public.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district’s schools had re-opened in the fall of 2020 and were operating fully in person, but students could opt for remote learning upon request. Yet nearly half of the district’s students weren’t attending school regularly during the 2020-21 year, either in person or remotely. One out of six students had crossed the “chronically absent” threshold of 18 or more missed days. That doesn’t count quarantine days at home because the student contracted or was exposed to Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early warning system color coded each student for absences. Green designated an “on track” student who regularly came to school. Yellow highlighted an “at risk” student who had missed more than 4% of the school year. And red identified “off track” students who had not come to school 10% or more of the time. During the summer of 2021, school staff pored over the colored dots and came up with battle plans to help students return. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A fellow at Harvard University’s Center for Education Policy Research studied what happened the following 2021-22 school year. The results, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737231221503\">\u003cspan style=\"font-weight: 400\">published online in the journal Educational Evaluation and Policy Analysis on Feb. 5, 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, were woefully disappointing: the attendance rates of low-income students didn’t improve at all. Low-income students with a track record of missing school continued to miss as much school the next year, despite efforts to help them return. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The only students to improve their attendance rates were higher income students, whose families earned too much to qualify for the free or reduced price lunch program. The attendance of more advantaged students who had been flagged red for “off track” (chronically absent) improved by 1 to 2 percentage points. That’s good, but four out of five of the red “off track” students came from low-income families. Only 20% of the pool of chronically absent students had been helped … a bit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The selling point for early warning systems is that they can help identify students before they’re derailed, when it’s easier to get back into the routine of going to school. But, distressingly, neither rich nor poor students who had been flagged yellow for being “at risk” saw an improvement in attendance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yusuf Canbolat, the Harvard fellow, explained to me that early warning systems only flag students. They don’t tell educators how to help students. Every child’s reason for not coming to school is unique. Some are bullied. Others have asthma and their parents are worried about their health. Still others have fallen so behind in their school work that they cannot follow what’s going on in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Common approaches, such as calling parents and mailing letters, tend to be more effective with higher-income families, Canbolat explained to me. They are more likely to have the resources to follow through with counseling or tutoring, for example, and help their child return to school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Low-income families, by contrast, often have larger problems that require assistance schools cannot provide. Many low-income children \u003ca href=\"https://www.kqed.org/mindshift/60125/3-things-we-get-wrong-in-responding-to-child-grief-and-how-to-do-better\">lost a parent or a guardian to COVID\u003c/a> and are \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">still grieving\u003c/a>. Many families in poverty \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">need housing, food, employment, healthcare, transportation or even help with laundry\u003c/a>. That often requires \u003ca href=\"https://www.kqed.org/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed\">partnerships with community organizations and social service agencies\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Canbolat said that school staff in this district tried to come up with solutions that were tailored to a child’s circumstances, but giving a family the name of a counseling center isn’t the same as making sure the family is getting the counseling it needs. And there were so many kids flagged for being at risk that the schools could not begin to address their needs at all. Instead, they focused on the most severe chronic absence cases, Canbolat said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hedy Chang, executive director of Attendance Works, a nonprofit that is working with schools to improve attendance, said that a case management approach to absenteeism isn’t practical when so many students aren’t coming to school. Many schools, she said, might have only one or two social workers focusing on attendance and their caseloads quickly become overloaded. When nearly half of the students in a school have an attendance problem, system-wide approaches are needed, Chang said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One systematic approach, she said, is to stop taking an adversarial tone with families — threatening parents with fines or going to court, or students with suspensions for truancy violations. “That doesn’t work,” Chang said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recommends that schools create more ways for students to build relationships with adults and classmates at school so that they look forward to being there. That can range from after-school programs and sports to advisory periods and paying high schoolers to mentor elementary school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The most important thing is kids need to know that when they walk into school, there’s someone who cares about them,” said Chang.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the disappointing results of using an early warning system to combat absenteeism, both researchers and experts say the dashboards should not be jettisoned. Chang explained that they still help schools understand the size and the scope of their attendance problem, see patterns and learn if their solutions are working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was shocked to read in a recent School Pulse Panel survey conducted by the Department of Education in November 2023 that only \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of school leaders said they were “extremely concerned” about student absences. In high-poverty neighborhoods, there was more concern, but still only 26%. Given that the number of students who are chronically absent from schools has almost doubled to \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">28% from around 15%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic, everyone should be very concerned. If we don’t find a solution soon, millions of children will be unable to get the education they need to live a productive life. And we will all pay the price.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-tracking-student-data-falls-short-in-combating-absenteeism-at-school/\">\u003ci>\u003cspan style=\"font-weight: 400\">school early warning systems\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school","authors":["byline_mindshift_63142"],"categories":["mindshift_21345","mindshift_21504","mindshift_21579"],"tags":["mindshift_21146","mindshift_21539","mindshift_21704","mindshift_20898"],"featImg":"mindshift_63143","label":"mindshift"},"mindshift_61166":{"type":"posts","id":"mindshift_61166","meta":{"index":"posts_1591205157","site":"mindshift","id":"61166","score":null,"sort":[1677816991000]},"guestAuthors":[],"slug":"3-years-since-the-pandemic-wrecked-attendance-kids-still-arent-showing-up-to-school","title":"3 years since the pandemic wrecked attendance, kids still aren't showing up to school","publishDate":1677816991,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When this school year began, Issac Moreno just couldn't get himself to go. During the pandemic, he'd gotten used to learning from his family's home in Los Angeles. Then, last fall, he started junior high, five days a week, in person.\u003c/p>\n\u003cp>\"It was a lot,\" he says.\u003c/p>\n\u003cp>The last fully normal school year Issac remembers is third grade. Now, he's in seventh, with multiple classes each day, a busier schedule and new classmates.\u003c/p>\n\u003cp>Issac's mother, Jessica Moreno, says it's been a struggle to get Issac back into the routine of going to school. Her eyes well up as she describes it: \"Three days a week or four days a week, he will say to me, 'I'm sick. I don't feel OK. Can you just pick me up? I don't want to be here.' \"\u003c/p>\n\u003cp>She says Issac has already missed 10 days of school this year, which means he's at risk of becoming chronically absent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And Issac is not alone. Before the pandemic, about 8 million U.S. students were considered chronically absent, according to the research group Attendance Works. That's when a student misses 10% or more of the school year. By spring 2022, that number had doubled to around 16 million.\u003c/p>\n\u003cp>Federal attendance data only comes out annually, so it's hard to get a full picture of where things stand at this point in the school year, but Hedy Chang, the executive director of Attendance Works, says she hasn't seen the kind of recovery she'd hoped for.\u003c/p>\n\u003cp>\"I think people have been a little bit under the false impression that when COVID became more endemic, that that would then result in a significant improvement in attendance. And I'm not seeing that.\"\u003c/p>\n\u003cp>In a survey of 21 school districts in rural, suburban and urban areas, NPR found most districts – from New York City to Austin, Texas, to Lawrence, Kan. – still had heightened levels of chronic absenteeism.\u003c/p>\n\u003cp>Students who are chronically absent are at higher risk of \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Expanded-Learning-May-2022_final.pdf\" target=\"_blank\" rel=\"noopener\">falling behind\u003c/a>, \u003ca href=\"https://www.attendanceworks.org/absences-add-up/\" target=\"_blank\" rel=\"noopener\">scoring lower on standardized tests\u003c/a> and even \u003ca href=\"https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp\" target=\"_blank\" rel=\"noopener\">dropping out\u003c/a>. And as often happens in education, students who struggle with attendance are also more likely to live in poverty, be children of color or have disabilities.\u003c/p>\n\u003cp>Chang worries the kids missing out on school are the same ones who need it the most.\u003c/p>\n\u003cp>\"Showing up to school makes sure that you have access to resources,\" she says, \"whether that's food and nutrition, whether that's after school and engaging learning experiences, whether that's access to health care.\"\u003c/p>\n\u003ch3>Why students aren't showing up to class\u003c/h3>\n\u003cp>In Anne Arundel County Public Schools, outside Baltimore, chronic absenteeism has worsened over each of the last three years.\u003c/p>\n\u003cp>\"Transportation has been our number one issue,\" says Ryan Voegtlin, director of student services for the large Maryland district. He says a bus driver shortage has made it hard to cover all the bus routes and guarantee transportation for every student.\u003c/p>\n\u003cp>\"That impacts a lot of our higher poverty areas where some of our parents don't have as flexible of jobs, where they may not have their own transportation.\"\u003c/p>\n\u003cp>According to Voegtlin, increased mental health concerns and heightened caution around sending kids to school when they're not feeling well have also taken a toll on attendance.\u003c/p>\n\u003cp>In rural San Juan County, New Mexico, Superintendent Steve Carlson says attendance numbers have improved this year, but they haven't returned to pre-pandemic levels. He echoes the challenges Voegtlin described, with one exception: His school district, Central Consolidated, is partially in Navajo Nation, and his schools serve Native American communities that were \u003ca href=\"https://www.ihs.gov/coronavirus/\" target=\"_blank\" rel=\"noopener\">disproportionately affected by COVID\u003c/a>, with higher infection and hospitalization rates compared to other groups. Families in his district are still recovering emotionally, and the schools still have mask mandates. There's also still fear around large gatherings of people, which are hard to avoid in schools. Moreover, given \u003ca href=\"https://www.npr.org/2023/02/05/1154666706/native-americans-speak-out-about-the-lasting-horrors-of-indian-boarding-schools\" target=\"_blank\" rel=\"noopener\">the history of boarding schools\u003c/a>, Carlson says his district's Native families don't generally think of school as a safe place.\u003c/p>\n\u003cp>\"It's really difficult to get those families to say, 'Yeah, sure, we'd love to send our kids back to school.'\"\u003c/p>\n\u003cp>In Issac Moreno's district, Los Angeles Unified School District (LAUSD), attendance has improved compared to last school year, but Superintendent Alberto Carvalho says it hasn't yet returned to pre-pandemic levels.\u003c/p>\n\u003cp>\"Much needs to be fixed alongside the attendance issue, because there are root causes that are keeping kids from school,\" he says.\u003c/p>\n\u003cp>Carvalho describes the same attendance challenges NPR heard from multiple districts around the country: a youth mental health crisis, heightened fear around health concerns, transportation difficulties and poverty and homelessness, which can make it difficult for students to keep a routine around going to school.\u003c/p>\n\u003cp>Several school leaders also told NPR they worry their students have lost a sense of belonging in the classroom after so much time away. Hedy Chang of Attendance Works shares those concerns:\u003c/p>\n\u003cp>\"[Students have] lost connections to peers, they've lost connections to adults, and it has certainly been exacerbated by very challenging staffing issues in schools. But that means we need to be even more intentional about relationship building, connecting to kids.\"\u003c/p>\n\u003cfigure id=\"attachment_61168\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A hallway at Buchanan Elementary in Grand Rapids, Mich. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>What schools can do to improve attendance\u003c/h3>\n\u003cp>Carvalho says, \"Money is not an issue ... The entire nation is currently flooded with federal [COVID] assistance money.\"\u003c/p>\n\u003cp>And many districts – including LAUSD, Anne Arundel County and Central Consolidated – are using that money to address absenteeism.\u003c/p>\n\u003cp>Home visits are one proven strategy schools are investing in. The state of Connecticut put close to $10.7 million of its federal relief aid toward a robust home-visit program; six months later, attendance \u003ca href=\"https://portal.ct.gov/SDE/Press-Room/Press-Releases/2023/PR-80-LEAP-CCERC\" target=\"_blank\" rel=\"noopener\">improved by about 15 percentage points\u003c/a> among students in the program.\u003c/p>\n\u003cp>Chang says, while home visits are effective, \"how you do them matters a lot.\" She says the most successful home-visit programs involve trained school staff or teachers who make repeated visits and maintain ongoing relationships throughout the year.\u003c/p>\n\u003cp>LAUSD recently started using its home-visit program to target children experiencing housing insecurity. \"The most vulnerable kids who are absent the most [in L.A.] happen to be homeless children,\" Carvalho told NPR after touring a crisis center where such children sought shelter.\u003c/p>\n\u003cp>His district has also hired more attendance counselors and \"community navigators\" to help caregivers tap into district resources, and it's providing concierge transportation for students with unstable housing.\u003c/p>\n\u003cp>In New Mexico, Steve Carlson is investing in more mental health resources, including extra counselors. And in Maryland, Voegtlin has hired more bus drivers, though he still doesn't have enough for every bus route. Voegtlin's district is also reaching out to families before students become chronically absent, and he and his team are working to educate caregivers about the long-term impacts of kids missing school.\u003c/p>\n\u003cp>\"It's not a quick process,\" he explains, \"but it's a process that [has allowed] people to start understanding that everyone owns attendance, and not just when it gets to the chronic point.\"\u003c/p>\n\u003cp>He says his district tries to avoid the punitive approaches of years past. For example, they only file charges in truancy court as a last resort after exhausting other attempts to connect with families.\u003c/p>\n\u003cp>Chang says another way to improve attendance is to gather regular, transparent data throughout the school-year, rather than only once, at the end of the year.\u003c/p>\n\u003cp>\"When you look at your data regularly on an individual level, it can allow you to reach out to students before the challenges are so entrenched that you can't turn them around,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_61169\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mel Atkins grew up in Grand Rapids and worked as a teacher and principal in the western Michigan city. He's now the executive director of community and students for the Grand Rapids Public Schools. \u003ccite>(Brittney Lohmiller for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Michigan, Grand Rapids Public Schools collects and analyzes data multiple times a month. Mel Atkins, who leads attendance efforts there, has found sharing that data widely can make a difference.\u003c/p>\n\u003cp>\"I know you need the data to know where we're going and how big the problem actually is,\" he explains. \"So we share the data with community partners, parents.\"\u003c/p>\n\u003cp>Before the pandemic, he says his district used 8-foot leaderboards to display monthly attendance data. \"It wasn't always good, but what it did was spark a conversation.\"\u003c/p>\n\u003cp>That data-driven program helped \u003ca href=\"https://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\" target=\"_blank\" rel=\"noopener\">cut chronic absenteeism by more than half in his district.\u003c/a> The pandemic hampered much of that progress, but Atkins says he and his team are focused on restarting those efforts, and getting back to a playbook they already know works.\u003c/p>\n\u003ch3>Giving students a sense of belonging at school\u003c/h3>\n\u003cp>Nearly every educator NPR spoke to for this story said they want to provide a school environment that gives students a sense of belonging – one that hopefully gets them back into the classroom.\u003c/p>\n\u003cp>\"We want to provide environments where students want to be, so when they walk in the door, they feel safe and they say, 'I'm welcome here and I want to learn,' \" says Carlson of New Mexico.\u003c/p>\n\u003cp>One way to create environments where students want to be is to give them some say. At Brooklyn Center Middle and High School, just outside Minneapolis, students asked for more classes outside the traditional curriculum, and the school responded by offering two class periods a week in which students get to pick from classes like \"Create Your Own Video Game,\" \"Art in the Garden\" and \"Dungeons and Dragons.\"\u003c/p>\n\u003cp>Between December 2021 and December 2022, the school cut absenteeism by more than half. Principal Josh Fraser says his team hasn't yet collected enough data to prove the new classes directly led to better attendance, but he says the vast majority of students have found a subject they identify with, and that has been key.\u003c/p>\n\u003cp>\"The value of students seeing the power and voice they have, and it actually reflecting in decisions that hugely impact their day-to-day...I think it's something that creates belonging,\" he says.\u003c/p>\n\u003cp>A sense of belonging has started to make a difference for Issac Moreno, in L.A. His middle school recently launched a new sports program, which he was eager to join.\u003c/p>\n\u003cp>\"That's something that kind of made school fun again,\" says Issac, in his L.A. Lakers jersey. He's been playing basketball and says the \"fun\" parts of the school day have motivated him to show up more.\u003c/p>\n\u003cp>\"I'm a very social person and I'm very glad that [at school] you can talk to people and just be a lot more active,\" he says.\u003c/p>\n\u003cp>His mom says she's seen a difference in Issac since the sports program opened up. \"He's playing basketball again, he now has friends...and it is giving him his life back.\"\u003c/p>\n\u003cp>A life that's starting to look much closer to normal.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=3+years+since+the+pandemic+wrecked+attendance%2C+kids+still+aren%27t+showing+up+to+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"By some estimates, chronic absenteeism doubled during the pandemic. Now, about halfway through the most \"normal\" school year since 2020, the situation hasn't improved in many places. ","status":"publish","parent":0,"modified":1678078886,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":1863},"headData":{"title":"3 years since the pandemic wrecked attendance, kids still aren't showing up to school | KQED","description":"By some estimates, chronic absenteeism doubled during the pandemic. Now, the situation hasn't improved in many places.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 years since the pandemic wrecked attendance, kids still aren't showing up to school","datePublished":"2023-03-03T04:16:31.000Z","dateModified":"2023-03-06T05:01:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Jon Cherry","nprByline":"Jonaki Mehta","nprImageAgency":"Getty Images","nprStoryId":"1160358099","nprApiLink":"http://api.npr.org/query?id=1160358099&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/03/02/1160358099/school-attendance-chronic-absenteeism-covid?ft=nprml&f=1160358099","nprRetrievedStory":"1","nprPubDate":"Fri, 03 Mar 2023 14:32:00 -0500","nprStoryDate":"Thu, 02 Mar 2023 12:00:33 -0500","nprLastModifiedDate":"Thu, 02 Mar 2023 12:00:33 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/03/20230302_atc_3_years_since_the_pandemic_wrecked_attendance_kids_still_arent_showing_up_to_school.mp3?orgId=1&topicId=1013&d=407&p=2&story=1160358099&ft=nprml&f=1160358099","nprAudioM3u":"http://api.npr.org/m3u/11160714595-e215d2.m3u?orgId=1&topicId=1013&d=407&p=2&story=1160358099&ft=nprml&f=1160358099","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61166/3-years-since-the-pandemic-wrecked-attendance-kids-still-arent-showing-up-to-school","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/03/20230302_atc_3_years_since_the_pandemic_wrecked_attendance_kids_still_arent_showing_up_to_school.mp3?orgId=1&topicId=1013&d=407&p=2&story=1160358099&ft=nprml&f=1160358099","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When this school year began, Issac Moreno just couldn't get himself to go. During the pandemic, he'd gotten used to learning from his family's home in Los Angeles. Then, last fall, he started junior high, five days a week, in person.\u003c/p>\n\u003cp>\"It was a lot,\" he says.\u003c/p>\n\u003cp>The last fully normal school year Issac remembers is third grade. Now, he's in seventh, with multiple classes each day, a busier schedule and new classmates.\u003c/p>\n\u003cp>Issac's mother, Jessica Moreno, says it's been a struggle to get Issac back into the routine of going to school. Her eyes well up as she describes it: \"Three days a week or four days a week, he will say to me, 'I'm sick. I don't feel OK. Can you just pick me up? I don't want to be here.' \"\u003c/p>\n\u003cp>She says Issac has already missed 10 days of school this year, which means he's at risk of becoming chronically absent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And Issac is not alone. Before the pandemic, about 8 million U.S. students were considered chronically absent, according to the research group Attendance Works. That's when a student misses 10% or more of the school year. By spring 2022, that number had doubled to around 16 million.\u003c/p>\n\u003cp>Federal attendance data only comes out annually, so it's hard to get a full picture of where things stand at this point in the school year, but Hedy Chang, the executive director of Attendance Works, says she hasn't seen the kind of recovery she'd hoped for.\u003c/p>\n\u003cp>\"I think people have been a little bit under the false impression that when COVID became more endemic, that that would then result in a significant improvement in attendance. And I'm not seeing that.\"\u003c/p>\n\u003cp>In a survey of 21 school districts in rural, suburban and urban areas, NPR found most districts – from New York City to Austin, Texas, to Lawrence, Kan. – still had heightened levels of chronic absenteeism.\u003c/p>\n\u003cp>Students who are chronically absent are at higher risk of \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Expanded-Learning-May-2022_final.pdf\" target=\"_blank\" rel=\"noopener\">falling behind\u003c/a>, \u003ca href=\"https://www.attendanceworks.org/absences-add-up/\" target=\"_blank\" rel=\"noopener\">scoring lower on standardized tests\u003c/a> and even \u003ca href=\"https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp\" target=\"_blank\" rel=\"noopener\">dropping out\u003c/a>. And as often happens in education, students who struggle with attendance are also more likely to live in poverty, be children of color or have disabilities.\u003c/p>\n\u003cp>Chang worries the kids missing out on school are the same ones who need it the most.\u003c/p>\n\u003cp>\"Showing up to school makes sure that you have access to resources,\" she says, \"whether that's food and nutrition, whether that's after school and engaging learning experiences, whether that's access to health care.\"\u003c/p>\n\u003ch3>Why students aren't showing up to class\u003c/h3>\n\u003cp>In Anne Arundel County Public Schools, outside Baltimore, chronic absenteeism has worsened over each of the last three years.\u003c/p>\n\u003cp>\"Transportation has been our number one issue,\" says Ryan Voegtlin, director of student services for the large Maryland district. He says a bus driver shortage has made it hard to cover all the bus routes and guarantee transportation for every student.\u003c/p>\n\u003cp>\"That impacts a lot of our higher poverty areas where some of our parents don't have as flexible of jobs, where they may not have their own transportation.\"\u003c/p>\n\u003cp>According to Voegtlin, increased mental health concerns and heightened caution around sending kids to school when they're not feeling well have also taken a toll on attendance.\u003c/p>\n\u003cp>In rural San Juan County, New Mexico, Superintendent Steve Carlson says attendance numbers have improved this year, but they haven't returned to pre-pandemic levels. He echoes the challenges Voegtlin described, with one exception: His school district, Central Consolidated, is partially in Navajo Nation, and his schools serve Native American communities that were \u003ca href=\"https://www.ihs.gov/coronavirus/\" target=\"_blank\" rel=\"noopener\">disproportionately affected by COVID\u003c/a>, with higher infection and hospitalization rates compared to other groups. Families in his district are still recovering emotionally, and the schools still have mask mandates. There's also still fear around large gatherings of people, which are hard to avoid in schools. Moreover, given \u003ca href=\"https://www.npr.org/2023/02/05/1154666706/native-americans-speak-out-about-the-lasting-horrors-of-indian-boarding-schools\" target=\"_blank\" rel=\"noopener\">the history of boarding schools\u003c/a>, Carlson says his district's Native families don't generally think of school as a safe place.\u003c/p>\n\u003cp>\"It's really difficult to get those families to say, 'Yeah, sure, we'd love to send our kids back to school.'\"\u003c/p>\n\u003cp>In Issac Moreno's district, Los Angeles Unified School District (LAUSD), attendance has improved compared to last school year, but Superintendent Alberto Carvalho says it hasn't yet returned to pre-pandemic levels.\u003c/p>\n\u003cp>\"Much needs to be fixed alongside the attendance issue, because there are root causes that are keeping kids from school,\" he says.\u003c/p>\n\u003cp>Carvalho describes the same attendance challenges NPR heard from multiple districts around the country: a youth mental health crisis, heightened fear around health concerns, transportation difficulties and poverty and homelessness, which can make it difficult for students to keep a routine around going to school.\u003c/p>\n\u003cp>Several school leaders also told NPR they worry their students have lost a sense of belonging in the classroom after so much time away. Hedy Chang of Attendance Works shares those concerns:\u003c/p>\n\u003cp>\"[Students have] lost connections to peers, they've lost connections to adults, and it has certainly been exacerbated by very challenging staffing issues in schools. But that means we need to be even more intentional about relationship building, connecting to kids.\"\u003c/p>\n\u003cfigure id=\"attachment_61168\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/grandrapid_nadworny2_slide-ca7de7291f161bc248b5803bb38a368d4f7d4268-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A hallway at Buchanan Elementary in Grand Rapids, Mich. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>What schools can do to improve attendance\u003c/h3>\n\u003cp>Carvalho says, \"Money is not an issue ... The entire nation is currently flooded with federal [COVID] assistance money.\"\u003c/p>\n\u003cp>And many districts – including LAUSD, Anne Arundel County and Central Consolidated – are using that money to address absenteeism.\u003c/p>\n\u003cp>Home visits are one proven strategy schools are investing in. The state of Connecticut put close to $10.7 million of its federal relief aid toward a robust home-visit program; six months later, attendance \u003ca href=\"https://portal.ct.gov/SDE/Press-Room/Press-Releases/2023/PR-80-LEAP-CCERC\" target=\"_blank\" rel=\"noopener\">improved by about 15 percentage points\u003c/a> among students in the program.\u003c/p>\n\u003cp>Chang says, while home visits are effective, \"how you do them matters a lot.\" She says the most successful home-visit programs involve trained school staff or teachers who make repeated visits and maintain ongoing relationships throughout the year.\u003c/p>\n\u003cp>LAUSD recently started using its home-visit program to target children experiencing housing insecurity. \"The most vulnerable kids who are absent the most [in L.A.] happen to be homeless children,\" Carvalho told NPR after touring a crisis center where such children sought shelter.\u003c/p>\n\u003cp>His district has also hired more attendance counselors and \"community navigators\" to help caregivers tap into district resources, and it's providing concierge transportation for students with unstable housing.\u003c/p>\n\u003cp>In New Mexico, Steve Carlson is investing in more mental health resources, including extra counselors. And in Maryland, Voegtlin has hired more bus drivers, though he still doesn't have enough for every bus route. Voegtlin's district is also reaching out to families before students become chronically absent, and he and his team are working to educate caregivers about the long-term impacts of kids missing school.\u003c/p>\n\u003cp>\"It's not a quick process,\" he explains, \"but it's a process that [has allowed] people to start understanding that everyone owns attendance, and not just when it gets to the chronic point.\"\u003c/p>\n\u003cp>He says his district tries to avoid the punitive approaches of years past. For example, they only file charges in truancy court as a last resort after exhausting other attempts to connect with families.\u003c/p>\n\u003cp>Chang says another way to improve attendance is to gather regular, transparent data throughout the school-year, rather than only once, at the end of the year.\u003c/p>\n\u003cp>\"When you look at your data regularly on an individual level, it can allow you to reach out to students before the challenges are so entrenched that you can't turn them around,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_61169\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/160509_absenteeism_12_slide-42c3abf32bcf87dc5e4f1f8546efb52b83122074-scaled-e1678076760388.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mel Atkins grew up in Grand Rapids and worked as a teacher and principal in the western Michigan city. He's now the executive director of community and students for the Grand Rapids Public Schools. \u003ccite>(Brittney Lohmiller for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Michigan, Grand Rapids Public Schools collects and analyzes data multiple times a month. Mel Atkins, who leads attendance efforts there, has found sharing that data widely can make a difference.\u003c/p>\n\u003cp>\"I know you need the data to know where we're going and how big the problem actually is,\" he explains. \"So we share the data with community partners, parents.\"\u003c/p>\n\u003cp>Before the pandemic, he says his district used 8-foot leaderboards to display monthly attendance data. \"It wasn't always good, but what it did was spark a conversation.\"\u003c/p>\n\u003cp>That data-driven program helped \u003ca href=\"https://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\" target=\"_blank\" rel=\"noopener\">cut chronic absenteeism by more than half in his district.\u003c/a> The pandemic hampered much of that progress, but Atkins says he and his team are focused on restarting those efforts, and getting back to a playbook they already know works.\u003c/p>\n\u003ch3>Giving students a sense of belonging at school\u003c/h3>\n\u003cp>Nearly every educator NPR spoke to for this story said they want to provide a school environment that gives students a sense of belonging – one that hopefully gets them back into the classroom.\u003c/p>\n\u003cp>\"We want to provide environments where students want to be, so when they walk in the door, they feel safe and they say, 'I'm welcome here and I want to learn,' \" says Carlson of New Mexico.\u003c/p>\n\u003cp>One way to create environments where students want to be is to give them some say. At Brooklyn Center Middle and High School, just outside Minneapolis, students asked for more classes outside the traditional curriculum, and the school responded by offering two class periods a week in which students get to pick from classes like \"Create Your Own Video Game,\" \"Art in the Garden\" and \"Dungeons and Dragons.\"\u003c/p>\n\u003cp>Between December 2021 and December 2022, the school cut absenteeism by more than half. Principal Josh Fraser says his team hasn't yet collected enough data to prove the new classes directly led to better attendance, but he says the vast majority of students have found a subject they identify with, and that has been key.\u003c/p>\n\u003cp>\"The value of students seeing the power and voice they have, and it actually reflecting in decisions that hugely impact their day-to-day...I think it's something that creates belonging,\" he says.\u003c/p>\n\u003cp>A sense of belonging has started to make a difference for Issac Moreno, in L.A. His middle school recently launched a new sports program, which he was eager to join.\u003c/p>\n\u003cp>\"That's something that kind of made school fun again,\" says Issac, in his L.A. Lakers jersey. He's been playing basketball and says the \"fun\" parts of the school day have motivated him to show up more.\u003c/p>\n\u003cp>\"I'm a very social person and I'm very glad that [at school] you can talk to people and just be a lot more active,\" he says.\u003c/p>\n\u003cp>His mom says she's seen a difference in Issac since the sports program opened up. \"He's playing basketball again, he now has friends...and it is giving him his life back.\"\u003c/p>\n\u003cp>A life that's starting to look much closer to normal.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: \u003c/em>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=3+years+since+the+pandemic+wrecked+attendance%2C+kids+still+aren%27t+showing+up+to+school&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61166/3-years-since-the-pandemic-wrecked-attendance-kids-still-arent-showing-up-to-school","authors":["byline_mindshift_61166"],"categories":["mindshift_21345"],"tags":["mindshift_21146","mindshift_21343"],"featImg":"mindshift_61167","label":"mindshift"},"mindshift_59968":{"type":"posts","id":"mindshift_59968","meta":{"index":"posts_1591205157","site":"mindshift","id":"59968","score":null,"sort":[1664780484000]},"guestAuthors":[],"slug":"a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says","title":"A third of public school children were chronically absent after classrooms re-opened, advocacy group says","publishDate":1664780484,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A national group that seeks to curb student absenteeism is sounding an alarm after finding that the number of chronically absent students continued to surge even as pandemic closings abated.\u003c/p>\n\u003cp>The organization, Attendance Works, believes that the number of students missing at least 18 days* of school a year doubled to 16 million in 2021-22 from 8 million students before the pandemic. If correct, this means that one out of every three public school children was chronically absent during the second full school year of the pandemic, when most children were learning in person and should have been catching up from the disrupted year of 2020 and the first half of 2021. Before the pandemic, only about \u003ca href=\"https://www2.ed.gov/datastory/chronicabsenteeism.html\">16 percent of U.S. school children were chronically absent\u003c/a>.\u003c/p>\n\u003cp>“One out of three kids is a lot,” said Hedy Chang, executive director of Attendance Works. She called the absenteeism rate “alarming.” While COVID quarantines explained some of the extra absences, Chang said, many children and teens skipped additional days, as social connections with teachers and classmates frayed after prolonged pandemic-related absences.\u003c/p>\n\u003cp>“Missing too much school, even for excused reasons, can then cause a student to avoid returning to class if they have fallen behind and are struggling to learn,” said Chang.\u003c/p>\n\u003cp>Absenteeism matters, of course, because students don’t learn as much when they’re not in school. During the pandemic, school closures and remote learning gave many families a taste of the consequences of chronic absenteeism. Nationwide, \u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\">test scores fell back to where they had been 20 years earlier\u003c/a> with low-income children bearing the brunt of the achievement declines. Historically, low-income students have been more likely to be absent from school and so these new attendance estimates make it unlikely that many low-income children will succeed in making up the ground they lost.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Attendance Works based its “alarming” estimate on 2021-22 attendance data it has from four states where chronic absenteeism doubled from pre-pandemic levels: California, Connecticut, Ohio and Virginia. “Given the diversity of these states, this offers evidence that chronic absence has at least doubled nationwide,” Chang wrote in a Sept. 27, 2022 \u003ca href=\"https://www.attendanceworks.org/pandemic-causes-alarming-increase-in-chronic-absence-and-reveals-need-for-better-data/\">blog post\u003c/a>.\u003c/p>\n\u003cp>It may be a full year before we will have national data on student absences during 2021-22 from the U.S. Department of Education. The department only recently posted data from the 2020-21 school year, which showed that 10 million students were chronically absent. That was 2 million more than before the pandemic.\u003c/p>\n\u003cp>Attendance Works disputes these official figures. Chang points out that five states reported a decrease in chronic absenteeism – an improvement in student attendance – during some of the worst days of the pandemic. “I don’t think so,” said Chang. “That’s got to be an undercount.”\u003c/p>\n\u003cp>For example, Alabama reported that more than 15 percent of its students were chronically absent in the three years before the pandemic, but in 2020-21, the state reported that its attendance rates had dramatically improved with only 11 percent of its students chronically absent. (A research group at Johns Hopkins University, the \u003ca href=\"https://new.every1graduates.org/\">Everyone Graduates Center\u003c/a>, downloaded data on each state’s absenteeism from the Department of Education website, \u003ca href=\"https://eddataexpress.ed.gov/\">ED Data Express\u003c/a>, and shared it with Attendance Works, which, in turn, shared it with me.)\u003c/p>\n\u003cp>Some states did not require taking daily attendance in 2020-21. Alabama, the example I cited above, was one of \u003ca href=\"https://www.attendanceworks.org/are-students-present-and-accounted-for-an-examination-of-state-attendance-policies-during-the-covid-19-pandemic/\">11 states where taking attendance was up to the discretion of local officials\u003c/a>. If attendance isn’t taken, then absences aren’t recorded.\u003c/p>\n\u003cp>Other states admitted to very high absenteeism levels in the federal 2020-21 data. More than 30 percent of students were chronically absent in Arizona, Nevada, Kentucky, New Mexico, Oregon and Rhode Island.\u003c/p>\n\u003cp>The federal 2019-20 attendance data appears to be even less reliable. During this first year of the pandemic, the number of chronically absent students decreased in almost every state and for the country as a whole, dropping from 8 million to 6 million students. “This unlikely outcome very probably reflects the fact that most districts \u003ca href=\"https://crpe.org/too-many-schools-leave-learning-to-chance-during-the-pandemic/\">stopped taking daily attendance \u003c/a>once school buildings closed,” Chang said.\u003c/p>\n\u003cp>By the fall of 2021, many schools were supposed to reopen as usual, expecting students to come every day. However, new COVID variants swept through communities, forcing fresh quarantines and causing many teachers to miss school too.\u003c/p>\n\u003cp>“The timing of the Delta and Omicron variants was extremely detrimental for attendance,” said Chang, explaining how the rocky start of the school year made it harder for many children to get into a regular routine and keep up if they missed core concepts in the fall. “Students who missed too much school in the first month of school were more likely to be chronically absent for the remainder of the year,” she said.\u003c/p>\n\u003cp>Connecticut, a state that has a reputation for keeping rather accurate attendance records, shows that chronic absenteeism was worst among older high school students and the youngest elementary school students in kindergarten. Still, the 2021-22 absenteeism rate more than doubled for students of every age.\u003c/p>\n\u003ch2>\u003cstrong>Absenteeism in Connecticut rose sharply for students of every age in 2021-22\u003c/strong>\u003c/h2>\n\u003cfigure id=\"attachment_59969\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59969\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level.png\" alt=\"Graph showing rise in chronic absenteeism. \" width=\"977\" height=\"550\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level-768x432.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: Connecticut State Department of Education (CSDE) slide presented at a webinar that Attendance Works held on September 28, 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>Solving chronic absenteeism isn’t easy and involves\u003ca href=\"https://k12.designprinciples.org/positive-developmental-relationships\"> building human relationships among teachers, parents and students\u003c/a>. Chang says that \u003ca href=\"https://pthvp.org/pthv-model/\">scheduled teacher visits to families’ homes\u003c/a> are a “proven strategy.” She also recommends advisory groups for middle and high school students to build connections with faculty. And she suggests that elementary school students be assigned the same teacher for more than one year, a practice called “looping” in education jargon, to build longer lasting relationships. More of her thoughts on \u003ca href=\"https://learningpolicyinstitute.org/blog/attendance-essential-ingredient-educational-equity\">what schools can do to address chronic absenteeism\u003c/a> are in a blog post she wrote for the Learning Policy Institute on Sept. 28, 2022.\u003c/p>\n\u003cp>\u003cem>*Correction: The U.S. Department of Education updated the threshold for \u003ca href=\"https://protect-us.mimecast.com/s/yFXWCBBnzjcPwMQgT63BZI?domain=nces.ed.gov\" target=\"_blank\" rel=\"noreferrer noopener\">chronic absenteeism\u003c/a> in 2016-17 from 15 days to 10 percent of the school year, which equals 18 days in schools that are in session for 180 days a year. An earlier version of this story cited the 15-day figure.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says/\">\u003cem>chronic absenteeism\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Estimate indicates that millions of students will struggle to catch up","status":"publish","parent":0,"modified":1664846278,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1109},"headData":{"title":"A third of public school children were chronically absent after classrooms re-opened, advocacy group says - MindShift","description":"Estimate indicates that millions of students will struggle to catch up","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A third of public school children were chronically absent after classrooms re-opened, advocacy group says","datePublished":"2022-10-03T07:01:24.000Z","dateModified":"2022-10-04T01:17:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59968 https://ww2.kqed.org/mindshift/?p=59968","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/03/a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says/","disqusTitle":"A third of public school children were chronically absent after classrooms re-opened, advocacy group says","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59968/a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A national group that seeks to curb student absenteeism is sounding an alarm after finding that the number of chronically absent students continued to surge even as pandemic closings abated.\u003c/p>\n\u003cp>The organization, Attendance Works, believes that the number of students missing at least 18 days* of school a year doubled to 16 million in 2021-22 from 8 million students before the pandemic. If correct, this means that one out of every three public school children was chronically absent during the second full school year of the pandemic, when most children were learning in person and should have been catching up from the disrupted year of 2020 and the first half of 2021. Before the pandemic, only about \u003ca href=\"https://www2.ed.gov/datastory/chronicabsenteeism.html\">16 percent of U.S. school children were chronically absent\u003c/a>.\u003c/p>\n\u003cp>“One out of three kids is a lot,” said Hedy Chang, executive director of Attendance Works. She called the absenteeism rate “alarming.” While COVID quarantines explained some of the extra absences, Chang said, many children and teens skipped additional days, as social connections with teachers and classmates frayed after prolonged pandemic-related absences.\u003c/p>\n\u003cp>“Missing too much school, even for excused reasons, can then cause a student to avoid returning to class if they have fallen behind and are struggling to learn,” said Chang.\u003c/p>\n\u003cp>Absenteeism matters, of course, because students don’t learn as much when they’re not in school. During the pandemic, school closures and remote learning gave many families a taste of the consequences of chronic absenteeism. Nationwide, \u003ca href=\"https://hechingerreport.org/proof-points-six-puzzling-questions-from-the-disastrous-naep-results/\">test scores fell back to where they had been 20 years earlier\u003c/a> with low-income children bearing the brunt of the achievement declines. Historically, low-income students have been more likely to be absent from school and so these new attendance estimates make it unlikely that many low-income children will succeed in making up the ground they lost.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Attendance Works based its “alarming” estimate on 2021-22 attendance data it has from four states where chronic absenteeism doubled from pre-pandemic levels: California, Connecticut, Ohio and Virginia. “Given the diversity of these states, this offers evidence that chronic absence has at least doubled nationwide,” Chang wrote in a Sept. 27, 2022 \u003ca href=\"https://www.attendanceworks.org/pandemic-causes-alarming-increase-in-chronic-absence-and-reveals-need-for-better-data/\">blog post\u003c/a>.\u003c/p>\n\u003cp>It may be a full year before we will have national data on student absences during 2021-22 from the U.S. Department of Education. The department only recently posted data from the 2020-21 school year, which showed that 10 million students were chronically absent. That was 2 million more than before the pandemic.\u003c/p>\n\u003cp>Attendance Works disputes these official figures. Chang points out that five states reported a decrease in chronic absenteeism – an improvement in student attendance – during some of the worst days of the pandemic. “I don’t think so,” said Chang. “That’s got to be an undercount.”\u003c/p>\n\u003cp>For example, Alabama reported that more than 15 percent of its students were chronically absent in the three years before the pandemic, but in 2020-21, the state reported that its attendance rates had dramatically improved with only 11 percent of its students chronically absent. (A research group at Johns Hopkins University, the \u003ca href=\"https://new.every1graduates.org/\">Everyone Graduates Center\u003c/a>, downloaded data on each state’s absenteeism from the Department of Education website, \u003ca href=\"https://eddataexpress.ed.gov/\">ED Data Express\u003c/a>, and shared it with Attendance Works, which, in turn, shared it with me.)\u003c/p>\n\u003cp>Some states did not require taking daily attendance in 2020-21. Alabama, the example I cited above, was one of \u003ca href=\"https://www.attendanceworks.org/are-students-present-and-accounted-for-an-examination-of-state-attendance-policies-during-the-covid-19-pandemic/\">11 states where taking attendance was up to the discretion of local officials\u003c/a>. If attendance isn’t taken, then absences aren’t recorded.\u003c/p>\n\u003cp>Other states admitted to very high absenteeism levels in the federal 2020-21 data. More than 30 percent of students were chronically absent in Arizona, Nevada, Kentucky, New Mexico, Oregon and Rhode Island.\u003c/p>\n\u003cp>The federal 2019-20 attendance data appears to be even less reliable. During this first year of the pandemic, the number of chronically absent students decreased in almost every state and for the country as a whole, dropping from 8 million to 6 million students. “This unlikely outcome very probably reflects the fact that most districts \u003ca href=\"https://crpe.org/too-many-schools-leave-learning-to-chance-during-the-pandemic/\">stopped taking daily attendance \u003c/a>once school buildings closed,” Chang said.\u003c/p>\n\u003cp>By the fall of 2021, many schools were supposed to reopen as usual, expecting students to come every day. However, new COVID variants swept through communities, forcing fresh quarantines and causing many teachers to miss school too.\u003c/p>\n\u003cp>“The timing of the Delta and Omicron variants was extremely detrimental for attendance,” said Chang, explaining how the rocky start of the school year made it harder for many children to get into a regular routine and keep up if they missed core concepts in the fall. “Students who missed too much school in the first month of school were more likely to be chronically absent for the remainder of the year,” she said.\u003c/p>\n\u003cp>Connecticut, a state that has a reputation for keeping rather accurate attendance records, shows that chronic absenteeism was worst among older high school students and the youngest elementary school students in kindergarten. Still, the 2021-22 absenteeism rate more than doubled for students of every age.\u003c/p>\n\u003ch2>\u003cstrong>Absenteeism in Connecticut rose sharply for students of every age in 2021-22\u003c/strong>\u003c/h2>\n\u003cfigure id=\"attachment_59969\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59969\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level.png\" alt=\"Graph showing rise in chronic absenteeism. \" width=\"977\" height=\"550\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Hechinger-Chronic-Absence-Trends-by-Grade-Level-768x432.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: Connecticut State Department of Education (CSDE) slide presented at a webinar that Attendance Works held on September 28, 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>Solving chronic absenteeism isn’t easy and involves\u003ca href=\"https://k12.designprinciples.org/positive-developmental-relationships\"> building human relationships among teachers, parents and students\u003c/a>. Chang says that \u003ca href=\"https://pthvp.org/pthv-model/\">scheduled teacher visits to families’ homes\u003c/a> are a “proven strategy.” She also recommends advisory groups for middle and high school students to build connections with faculty. And she suggests that elementary school students be assigned the same teacher for more than one year, a practice called “looping” in education jargon, to build longer lasting relationships. More of her thoughts on \u003ca href=\"https://learningpolicyinstitute.org/blog/attendance-essential-ingredient-educational-equity\">what schools can do to address chronic absenteeism\u003c/a> are in a blog post she wrote for the Learning Policy Institute on Sept. 28, 2022.\u003c/p>\n\u003cp>\u003cem>*Correction: The U.S. Department of Education updated the threshold for \u003ca href=\"https://protect-us.mimecast.com/s/yFXWCBBnzjcPwMQgT63BZI?domain=nces.ed.gov\" target=\"_blank\" rel=\"noreferrer noopener\">chronic absenteeism\u003c/a> in 2016-17 from 15 days to 10 percent of the school year, which equals 18 days in schools that are in session for 180 days a year. An earlier version of this story cited the 15-day figure.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says/\">\u003cem>chronic absenteeism\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59968/a-third-of-public-school-children-were-chronically-absent-after-classrooms-re-opened-advocacy-group-says","authors":["byline_mindshift_59968"],"categories":["mindshift_192"],"tags":["mindshift_21146"],"featImg":"mindshift_59970","label":"mindshift"},"mindshift_49476":{"type":"posts","id":"mindshift_49476","meta":{"index":"posts_1591205157","site":"mindshift","id":"49476","score":null,"sort":[1508267261000]},"guestAuthors":[],"slug":"how-to-handle-anxiety-fueled-refusals-to-go-to-school","title":"How To Handle Anxiety-Fueled Refusals To Go To School","publishDate":1508267261,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Your child doesn't want to go to school. It's a daily struggle that many parents are familiar with.\u003c/p>\n\u003cp>But what if your child refuses to go to school?\u003c/p>\n\u003cp>Mental health professionals and educators say what used to be considered run-of-the-mill truancy could actually be something else. Some cases of chronic absenteeism are now being called \"school refusal,\" which is triggered by anxiety, depression, family crises and other traumatic events. It can lead to weeks or even months of missed school days.\u003c/p>\n\u003cp>The Anxiety and Depression Association of America estimates anxiety-based school refusal \u003ca href=\"https://adaa.org/living-with-anxiety/children/school-refusal\">affects 2 to 5 percent\u003c/a> of school-age children. It is often triggered when \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html?rref=collection%2Fsectioncollection%2Fmagazine&action=click&contentCollection=magazine®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\">students are transitioning\u003c/a> into middle or high school. Doctors say it should be treated with flexibility and therapy - not punishment.\u003c/p>\n\u003cp>\"Before you are even in the building, the mind is racing,\" says Matt Doyle, a therapist and clinical social worker in Massachusetts. He \u003ca href=\"http://www.wbur.org/hereandnow/2017/10/09/school-refusal\">tells Here & Now's Robin Young\u003c/a>, it's like \"the domino effect.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"So the perceived inability to complete a homework assignment creates this sense of panic and dread: 'What's coming the next day? Am I even going to sleep tonight? What are my parents going to say? What are my friends going to say, because I've come for the fifth day in a row with no homework?' \"\u003c/p>\n\u003cp>As the anxiety snowballs, many children will refuse to even get out of bed in the morning, Doyle says. Some suffer physical symptoms such as panic attacks and stomach aches.\u003c/p>\n\u003cp>The cause of school refusal is different for every child, but Emanuel Pariser, of the Maine Academy of Natural Sciences, says it likely reflects the heightened state of stress and anxiety in today's society. \u003ca href=\"http://www.wbur.org/hereandnow/2017/10/16/school-refusal-maine-school\">He also tells Young\u003c/a> it comes down to trust.\u003c/p>\n\u003cp>\"I do feel like the immediate cause for our kids is some kind of rupture in their relationships with adults, and that school does not feel like a safe place for them to be. And when you look at Maslow's hierarchy of needs, safety is the No. 1. If they don't feel they're safe, they cannot learn,\" says Pariser, referring to the psychological theory of human motivation.\u003c/p>\n\u003cp>Some schools are employing new strategies. The Threshold Program at the Maine Academy of Natural Sciences, which is a public charter high school, sends teachers into the homes of students. The school is four weeks into the program. Twenty-one students are enrolled, 18 of whom are diagnosed or identify as having some type of social anxiety.\u003c/p>\n\u003cp>Teachers develop a curriculum for each student that is tailored to something that interests them, Pariser says.\u003c/p>\n\u003cp>\"We want them engaged in the act of learning,\" he says, which begins with developing trust between the teacher and student.\u003c/p>\n\u003cp>Similar to the Threshold Program, Doyle, the clinical social worker from Massachusetts, calls his work \"home-based intervention,\" in which he and his colleagues observe parents' struggles to get a child to school.\u003c/p>\n\u003cp>\"I typically pull up a chair next to this child's bed, and we talk about what's going on, 'Help me understand a little bit about what is happening this morning,' \" Doyle says. \"And the things I hear about are very diverse,\" ranging anywhere from social bullying to online harassment.\u003c/p>\n\u003cp>Doyle says by reframing chronic absenteeism as a mental health issue — not a behavioral problem — helps children ease back into the classroom.\u003c/p>\n\u003cp>\"For example, having a greeter at the school, making it feel like a welcoming environment for that child to come to, versus, 'Two more times and the truancy officer will be coming to your home,' \" Doyle says.\u003c/p>\n\u003cp>On the other hand, even if kids have to stay at home, they can still make progress, Pariser says. Since the Threshold Program started in September, some students have started to go back to school, while others are still stuck in similar patterns.\u003c/p>\n\u003cp>\"Our overarching goal is to get them to graduate from high school,\" he says, \"and if we can work them back into a more conventional school environment, that is great.\"\u003c/p>\n\u003cp>While some critics dismiss these programs as coddling students, Pariser says most kids are not trying to manipulate their parents when they refuse to go to school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It is much more often an act coming out of fear and coming out of a sense of a lack of empowerment as opposed to a sense that you can push back on things and get what you want,\" he says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Educators+Employ+Strategies+To+Help+Kids+With+Anxiety+Return+To+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The Anxiety and Depression Association of America estimates anxiety-based school refusal affects 2 to 5 percent of school-age children. It is often triggered by an underlying mental health issue.","status":"publish","parent":0,"modified":1508267261,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":763},"headData":{"title":"How To Handle Anxiety-Fueled Refusals To Go To School | KQED","description":"The Anxiety and Depression Association of America estimates anxiety-based school refusal affects 2 to 5 percent of school-age children. It is often triggered by an underlying mental health issue.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Handle Anxiety-Fueled Refusals To Go To School","datePublished":"2017-10-17T19:07:41.000Z","dateModified":"2017-10-17T19:07:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49476 https://ww2.kqed.org/mindshift/?p=49476","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/17/how-to-handle-anxiety-fueled-refusals-to-go-to-school/","disqusTitle":"How To Handle Anxiety-Fueled Refusals To Go To School","nprImageCredit":"Anna_Isaeva","nprByline":"Samantha Raphelson","nprImageAgency":"Getty Images/iStockphoto","nprStoryId":"558097820","nprApiLink":"http://api.npr.org/query?id=558097820&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/2017/10/16/558097820/educators-employ-strategies-to-help-kids-with-anxiety-return-to-school?ft=nprml&f=558097820","nprRetrievedStory":"1","nprPubDate":"Mon, 16 Oct 2017 16:31:00 -0400","nprStoryDate":"Mon, 16 Oct 2017 16:31:00 -0400","nprLastModifiedDate":"Mon, 16 Oct 2017 16:39:34 -0400","path":"/mindshift/49476/how-to-handle-anxiety-fueled-refusals-to-go-to-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Your child doesn't want to go to school. It's a daily struggle that many parents are familiar with.\u003c/p>\n\u003cp>But what if your child refuses to go to school?\u003c/p>\n\u003cp>Mental health professionals and educators say what used to be considered run-of-the-mill truancy could actually be something else. Some cases of chronic absenteeism are now being called \"school refusal,\" which is triggered by anxiety, depression, family crises and other traumatic events. It can lead to weeks or even months of missed school days.\u003c/p>\n\u003cp>The Anxiety and Depression Association of America estimates anxiety-based school refusal \u003ca href=\"https://adaa.org/living-with-anxiety/children/school-refusal\">affects 2 to 5 percent\u003c/a> of school-age children. It is often triggered when \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html?rref=collection%2Fsectioncollection%2Fmagazine&action=click&contentCollection=magazine®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\">students are transitioning\u003c/a> into middle or high school. Doctors say it should be treated with flexibility and therapy - not punishment.\u003c/p>\n\u003cp>\"Before you are even in the building, the mind is racing,\" says Matt Doyle, a therapist and clinical social worker in Massachusetts. He \u003ca href=\"http://www.wbur.org/hereandnow/2017/10/09/school-refusal\">tells Here & Now's Robin Young\u003c/a>, it's like \"the domino effect.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"So the perceived inability to complete a homework assignment creates this sense of panic and dread: 'What's coming the next day? Am I even going to sleep tonight? What are my parents going to say? What are my friends going to say, because I've come for the fifth day in a row with no homework?' \"\u003c/p>\n\u003cp>As the anxiety snowballs, many children will refuse to even get out of bed in the morning, Doyle says. Some suffer physical symptoms such as panic attacks and stomach aches.\u003c/p>\n\u003cp>The cause of school refusal is different for every child, but Emanuel Pariser, of the Maine Academy of Natural Sciences, says it likely reflects the heightened state of stress and anxiety in today's society. \u003ca href=\"http://www.wbur.org/hereandnow/2017/10/16/school-refusal-maine-school\">He also tells Young\u003c/a> it comes down to trust.\u003c/p>\n\u003cp>\"I do feel like the immediate cause for our kids is some kind of rupture in their relationships with adults, and that school does not feel like a safe place for them to be. And when you look at Maslow's hierarchy of needs, safety is the No. 1. If they don't feel they're safe, they cannot learn,\" says Pariser, referring to the psychological theory of human motivation.\u003c/p>\n\u003cp>Some schools are employing new strategies. The Threshold Program at the Maine Academy of Natural Sciences, which is a public charter high school, sends teachers into the homes of students. The school is four weeks into the program. Twenty-one students are enrolled, 18 of whom are diagnosed or identify as having some type of social anxiety.\u003c/p>\n\u003cp>Teachers develop a curriculum for each student that is tailored to something that interests them, Pariser says.\u003c/p>\n\u003cp>\"We want them engaged in the act of learning,\" he says, which begins with developing trust between the teacher and student.\u003c/p>\n\u003cp>Similar to the Threshold Program, Doyle, the clinical social worker from Massachusetts, calls his work \"home-based intervention,\" in which he and his colleagues observe parents' struggles to get a child to school.\u003c/p>\n\u003cp>\"I typically pull up a chair next to this child's bed, and we talk about what's going on, 'Help me understand a little bit about what is happening this morning,' \" Doyle says. \"And the things I hear about are very diverse,\" ranging anywhere from social bullying to online harassment.\u003c/p>\n\u003cp>Doyle says by reframing chronic absenteeism as a mental health issue — not a behavioral problem — helps children ease back into the classroom.\u003c/p>\n\u003cp>\"For example, having a greeter at the school, making it feel like a welcoming environment for that child to come to, versus, 'Two more times and the truancy officer will be coming to your home,' \" Doyle says.\u003c/p>\n\u003cp>On the other hand, even if kids have to stay at home, they can still make progress, Pariser says. Since the Threshold Program started in September, some students have started to go back to school, while others are still stuck in similar patterns.\u003c/p>\n\u003cp>\"Our overarching goal is to get them to graduate from high school,\" he says, \"and if we can work them back into a more conventional school environment, that is great.\"\u003c/p>\n\u003cp>While some critics dismiss these programs as coddling students, Pariser says most kids are not trying to manipulate their parents when they refuse to go to school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It is much more often an act coming out of fear and coming out of a sense of a lack of empowerment as opposed to a sense that you can push back on things and get what you want,\" he says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Educators+Employ+Strategies+To+Help+Kids+With+Anxiety+Return+To+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49476/how-to-handle-anxiety-fueled-refusals-to-go-to-school","authors":["byline_mindshift_49476"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_20589","mindshift_21146","mindshift_1040","mindshift_20865","mindshift_20568"],"featImg":"mindshift_49477","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. 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No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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