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The brief recommends that large urban districts prioritize CA—an issue amplified by the Covid-19 pandemic—to counter longstanding failures to support schools equitably. It draws on CUEL and Chicago Public Schools research and literature, highlighting adaptive leadership and inquiry cycles to tailor capacity for local family and school needs.",{"@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/reducing-chronic-absence-making-equity-strategies-specific-adaptive-and-evidence-based/582799/",{"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/reducing-chronic-absence-making-equity-strategies-specific-adaptive-and-evidence-based/582799.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does chronic absence matter for student learning outcomes?","Question",{"text":112,"@type":113},"Chronic absence signals serious attendance-related problems that have numerous causes and consequences for learning outcomes, and it is predictive of individual student outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How has the Covid-19 pandemic affected chronic absence?",{"text":117,"@type":113},"The pandemic has caused more students to be chronically absent, increasing urgency for district and school leaders to respond.",{"name":119,"@type":110,"acceptedAnswer":120},"What leadership approach does the brief recommend to reduce chronic absence?",{"text":121,"@type":113},"District and school leaders should adopt adaptive leadership and cycles of inquiry, tailoring organizational capacity to the specific needs of families and schools and responding to local causes.","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},582799,1792165674,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Reducing Chronic Absence: Making Equity Strategies Specific, Adaptive, and Evidence-Based  \nSteve Tozer and Lisa Walker  \nUIC Center for Urban Education Leadership  \nPublication Date: December 2021  \nDesign: Morgan McKernin, CUEL Marketing Intern  \nTozer, S. and Walker, L. (2021). Reducing Chronic Absence: Making Equity Strategies Specific, Adaptive, and Evidence-Based. Chicago, IL: Center for Urban Education Leadership. Retrieved December 2021 from  \n[http://www.urbanedleadership.org](http://www.urbanedleadership.org)  \nThe Center for Urban Education Leadership (CUEL) is a research and development center housed in the College of Education at the University of Illinois at Chicago in Chicago IL, USA. The center is directed by Dr. Shelby Cosner. The center includes researchers, developers, and policy advocates with expertise in educational leadership, organizational development, continuous improvement, and equity/social justice. The center is driven to use its expertise and passion to IMPACT the lives of PK-12 urban students locally and throughout the world. Independently and in collaboration with other research/development organizations, CUEL has secured over $16 million to fuel a broad assortment of research and development projects. Learn more about our work at: [https://urbanedleadership.org/](https://urbanedleadership.org/)  \nTable of Contents  \nExecutive Summary 3  \nIntroduction 4  \nThe Need for Greater Specificity: Causes and Consequences 6  \nLessons from Practice: Additional Insights into Proximal Causes 8  \nWhat Can Schools and Districts Do? 10  \nWhat Can Schools Do? 11  \nWhat can Districts Do? 13  \nA Three-Dimensional Framework for Responding to Chronic Absence 15  \nConcluding Comment 18  \nAppendix 1 19  \nAppendix 2 21  \nExecutive Summary  \nStudent attendance problems have numerous causes and serious consequences for student learning outcomes. Chronic absence (CA) is a critical indicator of these problems. Based on our research, we recommend that large urban school districts, such as Chicago Public Schools (CPS), consider chronic absence to be one of the single most important targets in its efforts to better serve students and families in its  \nhigh-need neighborhood schools. Chronic absence is especially relevant today given that the Covid-19 pandemic has caused more students to be chronically absent. However, chronic absence is not a new feature for many schools and communities in large urban school districts. Large urban school districts have the opportunity to recognize in this continuing crisis a historic failure to learn how to support schools equitably. This especially applies in communities where economic instability (a condition that tends to underlie chronic absence as we elaborate below) has, is, and will continue to bethe norm. The Black student population has suffered the most from this failure. With the pandemic ongoing, urban school districts can begin to organize to improve educational opportunities within the context of economic instability. Specifically, for schools and districts to reduce CA to improve learning outcomes, district and school leaders need to embrace principles of adaptive leadership and cycles of inquiry, better tailoring organizational capacity to the needs of specific families and schools. A range of different literatures, from studies of leadership for equity to specific responses to CA, can inform leaders and teachers in their efforts to respond more effectively to specific local causes of CA.  \nIn this brief, we use available literature as well as collaborative research undertaken by the Center for Urban Education Leadership (CUEL) and CPS to address a set of questions relevant  \nto CA. Although we draw on some of our research within CPS and we write this in our direct service to CPS, we view these findings as relevant to large urban school districts throughout the US. The questions that we investigate and address in this research brief are:  \n1. What does the research and practic","cbCaimxAJUgKUMZb","https://ap.wps.com/l/cbCaimxAJUgKUMZb","pdf",5999107,24,"English","# Executive Summary\n# Introduction\n# The Need for Greater Specificity: Causes and Consequences\n# Lessons from Practice: Additional Insights into Proximal Causes\n# What Can Schools and Districts Do?\n## What Can Schools Do?\n## What Can Districts Do?\n# A Three-Dimensional Framework for Responding to Chronic Absence\n# Concluding Comment\n# Appendix 1\n# Appendix 2","[{\"question\":\"Why does chronic absence matter for student learning outcomes?\",\"answer\":\"Chronic absence signals serious attendance-related problems that have numerous causes and consequences for learning outcomes, and it is predictive of individual student outcomes.\"},{\"question\":\"How has the Covid-19 pandemic affected chronic absence?\",\"answer\":\"The pandemic has caused more students to be chronically absent, increasing urgency for district and school leaders to respond.\"},{\"question\":\"What leadership approach does the brief recommend to reduce chronic absence?\",\"answer\":\"District and school leaders should adopt adaptive leadership and cycles of inquiry, tailoring organizational capacity to the specific needs of families and schools and responding to local causes.\"}]","Reducing Chronic Absence: Making Equity Strategies Specific, Adaptive, and Evidence-Based | PDF",1792044524]