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This analysis revealed that chronic absence is a significant issue in Oregon, dragging down academic performance, for communities and students of all demographic backgrounds, but especially those in families living in poverty.The good news is that this research also shows that chronic absence is a solvable problem.

July 2007

In this report, we look closely at students’ performance in their coursework during their freshman year, how it is related to eventual graduation, and how personal and school factors contribute to success or failure in freshman-year courses in Chicago public high schools.

January 30, 2008

This powerpoint presentation describes the following three stepts to reducing dropouts: 1) understand the dropout problem in your community, 2) build an early  warning, prevention, and intervention system, 3) involve the community.

This article looks at the effect of school infrastructure on student attendance and drop-out rates. The study finds that the quality of school infrastructure has a significant effect on school attendance and drop-out rates. Students are less likely to attend schools in need of structural repair, schools that use temporary structures, and schools that have understaffed janitorial services.

March 2006

While some students drop out because of significant academic challenges, most dropouts are students who could have, and believe they could have, succeeded in school.

This Executive Summary to a report on The Importance of Being in School: A Report on Absenteeism in the Nation's Public Schools looks at data from six states on their measures of chronic absenteeism: Georgia, Florida, Maryland, Nebraska, Oregon and Rhode Island.

This checklist is a product of the High School Reform Strategy Toolkit to help schools implement attendance outreach programs.

National research has established that students who are chronically absent as early as kindergarten have lower achievement in later grades.

Individualized interventions created with and for students may include:

Research-proven Social Emotional Learning (SEL) programs

2007

This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation’s cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate.

In this longitudinal study, data were collected on schools’ rates of daily student attendance and chronic absenteeism and on specific partnership practices that were implemented to help increase or sustain student attendance. Results indicate that several family–school–community partnership practices predict an increase in daily attendance, a decrease in chronic absenteeism, or both.

Positive school culture

  • A single school culture, with a shared vision of good behavior in all school arenas
  • Clearly defined and communicated behavior expectations for the community
  • Ongoing community-wide campaigns to promote the importance of high attendance and acknowledge success
  • All constituents are respected and given voice
March 2007

New Hampshire has been recognized for its innovative use of data collection and analysis as the key to unlocking the dropout problem. In their program model titled Achievement in dropout Prevention and Excellence (APEX II), participating high schools are developing dynamic data collection systems at the school level.

This report by details the efforts undertaken by the task force to combat chronic absenteeism in New York City between 2010 and 2013. It examines the extent and nature of chronic absenteeism in New York City in schools with above average rates of chronic absenteeism. It investigates the impact of entering and exiting chronic absenteeism on academic outcomes.