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Consistent attendance provides students with ongoing access to instruction, opportunities for engagement, and exposure to the curriculum, all of which contribute to learning and achievement. Conversely, chronic absenteeism has been associated with lower academic performance, reduced educational attainment, and an increased risk of school disengagement (Gottfried, 2014; U.S. Department of Education, 2016) .  \nPrevious research suggests that some student subgroups, such as Students with Disabilities (SWD) for example, may be disproportionately affected by chronic absenteeism (U.S. Department of Education, 2016). Understanding the extent to which these patterns are present within the district is important for identifying potential barriers to attendance and informing data-driven interventions. Investigating subgroup differences can provide valuable insight into the factors associated with absenteeism and support the development of strategies designed to improve attendance outcomes and educational access for all students.  \nThe consequences of chronic absenteeism extend beyond missed school days and can have a significant impact on academic achievement. Students who attend school regularly are more likely to achieve proficiency in reading and mathematics, while students with higher rates of absenteeism often experience learning gaps that can accumulate over time (Balfanz & Byrnes, 2012; Gershenson et al., 2017) . Because reading and mathematics skills serve as the foundation for success across academic subjects, understanding the relationship between attendance and proficiency in these areas is essential for informing interventions aimed at improving student outcomes.  \nMethodology  \nThis report includes two primary components: an attendance needs assessment and a correlation analysis between attendance and academic achievement. The data included in this report were from the 2024-2025 school year. The attendance assessment examined student attendance patterns across the district using attendance rate (percentage of days present) and the total number of absent days. Attendance outcomes were analyzed for students overall and disaggregated by school level  \n(PK-5, 6-8, 9-12), student subgroup (Race/Ethnicity, English Language Learners (ELL), SWD, Free/Reduced Lunch (FRL), and school region (North, Central, South, Charter, Adult and Alt. Ed.) to identify patterns and potential disparities. In addition, students were categorized into attendance categories based on the total number of days absent (0-5, 6-10, 11-15, and 16 or more days) to better understand the distribution of absenteeism across the district.  \nThe attendance-academic achievement correlation analysis examined the relationship between student attendance and academic performance. Correlation analyses were conducted to assess the association between attendance rate (percentage of days present) and student achievement on statewide assessments in reading and mathematics. Academic achievement was measured using statewide reading and mathematics assessments. Reading measures included the FAST STAR Early Literacy assessment for kindergarten students, FAST STAR Reading for grades 1-2, and FAST ELA for grades 3-10. Mathematics measures included FAST STAR Math for grades K-2, FAST Math for grades 3-8, the Algebra 1 End-of-Course (EOC) exam for grade 9, and the Geometry EOC exam for grade 10. In addition to the correlation analyses, proficiency rates (achievement levels 3-5) were examined across attendance categories (0-5, 6-10, 11-15, and 16 or more absent days) to explore differences in academic performance based on students' attendance patterns. Together, these analyses were conducted to better understa","cbCaimMvVJEZTiGK","https://ap.wps.com/l/cbCaimMvVJEZTiGK","pdf",285126,"English","# Introduction\n# Methodology\n# Results\n## Attendance needs assessment\n## Analysis of Attendance by Student Subgroup","[{\"question\":\"Why is regular school attendance considered critical for academic success?\",\"answer\":\"Regular attendance ensures continuous access to instruction and exposure to the curriculum, supporting learning and achievement. Chronic absenteeism is associated with lower academic performance and higher risk of disengagement.\"},{\"question\":\"How does the report evaluate attendance across the district?\",\"answer\":\"It uses attendance rate (percentage of days present) and total absent days, analyzing results overall and by school level, student subgroup, school region, and attendance categories (0-5, 6-10, 11-15, 16+).\"},{\"question\":\"What relationship does the report examine between attendance and achievement?\",\"answer\":\"It conducts correlation analyses between attendance rate and statewide reading and mathematics assessment performance. It also compares proficiency rates (levels 3-5) across attendance categories to explore differences by attendance pattern.\"}]","Foundational Factor in Building Proficiency in Reading and Mathematics - Regular School Attendance | PDF",1792057657]