An Urban study and Rural study of Chronic Absenteeism Named Same Significant Factor for Student Attendance: Connection

Yesterday I had the opportunity to join a webinar hosted by University of Chicago Consortium on School Research where they shared the results of an urban study of chronic absenteeism rates pre, during, and post COVID in Chicago Public Schools. As well, there was a panel of educators from Chicago Public Schools sharing on the ground practices that have helped to improve chronic absenteeism rates.

This study (https://lnkd.in/eMqewmSs) underscored the relationship between higher chronic absenteeism rates and lower test scores, a trend that has continued and amplified post pandemic.

What was most significant to me about the research findings, however, was the impact of school climate and culture and student feelings of connectedness to school and to adults and peers as these same findings directly connect to research I had the opportunity to be a part of in a rural school district in Virginia (https://lnkd.in/eCuscuEA). Through surveys with over 600 students we found the simple truth that students who felt a connection to school came to school and those who didn't feel a connection to school don't come to school. Two different studies showed that across rural and urban settings, connection matters.

So what does that mean in practice? One of the panelist at the webinar yesterday made the important point that improving attendance rates requires a team effort and cannot just fall on the shoulders of the teachers and staff members to create that feeling of connectedness. Improving chronic absenteeism rates requires a comprehensive approach with support from central office staff, school staff, parents, students and the community.

How is your school or district leaning into a connection first approach to improving attendance rates?