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\nMichael Gottfried | University of Pennsylvania Lindsay Page & Danielle Edwards | Annenberg Institute at Brown University  \nBrief No. 22  \nThis brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Click here to learn more about the EdResearch for Recovery Project and view the set of COVID-19 response-andrecovery topic areas and practitioner-generated questions.  \n~~  ~~STRATEGIES~~ ~~TO~~ ~~CONSIDER~~  ~~  \nTier 1  \n Safe, reliable transportation to and from school and a safe school environment promote daily attendance.  \n Providing detailed and timely information to parents about their child’s absences and positive messaging about school can improve attendance.  \n Home visiting by nurses or teachers can provide greater insight into why children are absent and foster stronger relationships between families and schools.  \n Students are more engaged—and more likely to attend school—when their schoolwork connects to their own identity and when they feel a sense of belonging at school.  \n Addressing students’ and families’morning barriers, routines, and engagement shows promising evidence of improving attendance.  \n Attendance interventions that target physical health at school are particularly effective, and this is even more salient during COVID.  \n Tier 2   \n Data systems that identify students for increased support based on attendance, behavior, and academic metrics can facilitate targeted efforts to reduce chronic absenteeism.  \n School-based mentorship programs have been shown to improve attendance and academic outcomes for students at all grade levels.  \n Tier 3  \n Partnering with other public agencies and communitybased organizations shows promise for comprehensively responding to complex challenges some students face to strong school attendance.  \n For frequently absent students, absence intervention teams that holistically respond to causes of student truancy are more effective than strategies that punish students with suspension or expulsion.  \nEdResearch for Recovery-March 2022 1  \nEdResearch  \nFor Recovery  \n~~  ~~BREAKING~~ ~~DOWN~~ ~~THE~~ ~~ISSUE~~  ~~  \nMissing school negatively affects academic and socioemotional outcomes for all students, but the impacts are largest for low-performing, low-income, and English learner students.  \n Absences decrease students’ test scores, course grades, and on-time graduation.  \n Missing school regularly also reduces students’ self-efficacy, eagerness to learn, and social engagement.  \n The negative effects of school absences are larger for low-performing, low-income, and English learner students.  \n Students who are chronically absent in kindergarten have lower attendance rates and achievement in future grades.  \n States and school districts commonly define chronic absenteeism as being absent from school more than 10% of days by the end of the school year.  \n Students in classes with higher percentages of chronically absent students have lower test scores.  \nThe biggest drivers of absenteeism are transportation challenges, student health, school climate, mobility, and poverty—for individual students and for communities.  \n Families report that transportation access is the largest barrier to school attendance.  \n Students who walk through dangerous neighborhoods to get to school or who have long commutes to school have lower attendance rates.  \n Students with chronic health conditions miss school more often.  \n Districts located in cities with higher rates of asthma and colder weather have a higher percentage of chronically absent students.  \n Poor classroom ventilation is associated with increased absences due to illness.  \n Mental health drives absenteeism too. Chronically absent students report personal stress as a reason th","cbCaieSPXDYJhkIw","https://ap.wps.com/l/cbCaieSPXDYJhkIw","pdf",397514,"English","# Tier 1\n## Safe transportation and a safe school environment\n## Timely parent communication and positive messaging\n## Home visiting by nurses or teachers\n## Strengthening belonging and identity through learning\n## Addressing morning barriers and routines\n## Targeting physical health in school interventions\n# Tier 2\n## Data systems for targeted support\n## School-based mentorship programs\n# Tier 3\n## Partnering with public agencies and community organizations\n## Absence intervention teams for truancy causes","[{\"question\":\"How does missing school affect students academically and socially?\",\"answer\":\"Absences reduce test scores, course grades, and on-time graduation, and they also weaken self-efficacy, eagerness to learn, and social engagement.\"},{\"question\":\"What is the document’s definition of chronic absenteeism?\",\"answer\":\"Chronic absenteeism is commonly defined as being absent from school more than 10% of days by the end of the school year.\"},{\"question\":\"What are the biggest drivers of absenteeism identified in the brief?\",\"answer\":\"Transportation challenges, student health, school climate, mobility, and poverty are described as the biggest drivers for both individual students and communities.\"}]","EdResearch for Recovery - Brief No. 22 - District Strategies to Reduce Student Absenteeism - March 2022 | PDF",1792048446,18]