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It defines consistent attendance, truancy, and educational neglect using Minnesota-relevant legal and policy references. Findings discuss academic implications, COVID-19 impacts on attendance data, and racial disparities in consistent attendance alongside child welfare outcomes. It also summarizes Minnesota legislative and research initiatives shaping attendance and diversion efforts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/best-practices-in-diversionary-programming-and-addressing-attendance-among-elementary-aged-students-a-literature-review/587944/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/best-practices-in-diversionary-programming-and-addressing-attendance-among-elementary-aged-students-a-literature-review/587944.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the document define consistent attendance and distinguish it from chronic absenteeism?","Question",{"text":112,"@type":113},"Consistent attendance is defined as attending more than 90% of school days. Chronic absenteeism is defined as missing at least 10% of school days.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is truancy according to the document, and how does the definition vary by school level?",{"text":117,"@type":113},"Truancy is absence from school without permission or a valid reason, including multiple unexcused absences. For elementary students, it is unexcused absence for 3 or more days, and for middle or high school it includes 1 or more class periods on 3 or more days.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does racial disparity play in the document’s findings and their policy relevance?",{"text":121,"@type":113},"The review highlights lower consistent attendance for several racial groups compared with White students and notes similar disparities in Minnesota child welfare outcomes. It uses these patterns to argue for addressing educational neglect and diversionary programming that supports families rather than separation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587944,1792211142,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Best Practices in Diversionary Programming and Addressing Attendance Among Elementary-Aged Students  \nA Literature Review  \nThis literature review is part of a larger evaluation project for the Sauer Family Foundation (Sauer) on child protection diversionary programs, specifically those that address children’s attendance at school. Findings from the overall evaluation will be shared with the legislature and state-level advocates to inform policy related to child protection.  \nAs part of the overall work, Sauer asked Wilder Research to conduct a literature review of best practices in diverting families with young children away from child protection services and towards services that support consistent school attendance. The following document summarizes findings from the literature review. It is intended to be a guiding document throughout the project, including in the design of data collection tools, data analysis and interpretation, and reporting.  \nWhat is consistent attendance and why is it important?  \nConsistent school attendance plays an important role in students’ academic achievement; if students are not in their classrooms on a regular basis, they may struggle to learn or retain concepts, especially in foundational subjects like reading and math.  \nIn addition, families who do not consistently send their young students (under 12 years old) to school can face action from child protection services. To further contextualize and ground the literature, see several key definitions (relevant to Minnesota laws and regulations) below.  \nConsistent attendance: Attending “more than 90% of school days. Consistent attendance is the opposite of chronic absenteeism, which is defined as missing at least 10% of school days” (Minnesota Department of Education, n.d. ) .  \nTruancy: Absence “from school without permission or a valid reason. A child can become truant if they have multiple unexcused absences (PACER Center, n.d. ) .” Depending on the type of school, continuing truancy is defined as:  \n􀂄 Elementary: Unexcused absence for 3 or more days  \n􀂄 Middle or high school: Unexcused absence for 1 or more class periods on 3 or more days. It’s important to note that while truancy focuses on unexcused absences, “chronic absenteeism”encompasses all types of absence–excused, unexcused, and suspension (Attendance Works, 2016) . Educational neglect: In Minnesota, if a child under 12 years old is truant for 7 or more days in a school year, then their school “is legally required to make an educational neglect report” to child protection services, which could include a child maltreatment investigation (Stearns County, n.d. ) .  \nRate of Consistent attendance among Minnesota students, by academic year  \n85%  \n70%  \n75%  \nAttendance data unavailable due to COVID-19 pandemic  \n2018-19 2019-20 2020-21 2021-22 2022-23  \nExamining racial disparities  \nrate of consistent attendance for White students was 79%, compared to 50% for Native American students, 64% for Hispanic students, and 65% for Black students (MDE, 2023) .  \nAt the same time, Minnesota’s child welfare system (the system currently required to respond to cases of continuing truancy for children under 12 years old) has these same disparities. An April 2024 Star Tribune article stated:  \n“A Minnesota family’s chances of being reported for child maltreatment vary dramatically depending on their race. So does the likelihood a kid will be removed from their family, or reunited with them down the road”(Van Berkel, 2024) .  \nThe article cited 2021 data from a legislative report on Minnesota’s Out-of-Home Care and Permanency. A key finding from this report was that, although rates of out-of-home placements had decreased between 2017 and 2021, “American Indian children were 16 times more likely than white children tobe in out-of-home care”(Minnesota Department of Human Services, 2023) . Multi-racial children were 7 times more likely than white children to be in out-of-home care, and African American","cbCaiv9XSrgGzQRz","https://ap.wps.com/l/cbCaiv9XSrgGzQRz","pdf",802606,"English","# What is consistent attendance and why is it important?\n# Rate of consistent attendance among Minnesota students, by academic year\n# Examining racial disparities\n# Recent work in Minnesota\n# Landscape of research and evaluation on attendance-related programming","[{\"question\":\"How does the document define consistent attendance and distinguish it from chronic absenteeism?\",\"answer\":\"Consistent attendance is defined as attending more than 90% of school days. Chronic absenteeism is defined as missing at least 10% of school days.\"},{\"question\":\"What is truancy according to the document, and how does the definition vary by school level?\",\"answer\":\"Truancy is absence from school without permission or a valid reason, including multiple unexcused absences. For elementary students, it is unexcused absence for 3 or more days, and for middle or high school it includes 1 or more class periods on 3 or more days.\"},{\"question\":\"What role does racial disparity play in the document’s findings and their policy relevance?\",\"answer\":\"The review highlights lower consistent attendance for several racial groups compared with White students and notes similar disparities in Minnesota child welfare outcomes. It uses these patterns to argue for addressing educational neglect and diversionary programming that supports families rather than separation.\"}]","Best Practices in Diversionary Programming and Addressing Attendance Among Elementary-Aged Students - A Literature Review | PDF",1792063845,48]