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The report outlines unexcused absence counts by grade and absence-length bands, describes school-based student support team referrals and meetings, and summarizes action plans, services, and barriers. It also covers CFSA and CSSD referrals under DC code requirements and states the policy on absences and valid excuses.",{"@graph":69,"@context":123},[70,84,106],{"@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/sy2024-25-annual-attendance-report-truancy-data-summary/584210/",{"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/sy2024-25-annual-attendance-report-truancy-data-summary/584210.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-13","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the report require DCPS to include for SY 2024-2025?","Question",{"text":113,"@type":114},"It summarizes truancy data for SY 2024-2025, including unexcused absences by grade and absence-length ranges, and describes school-based student support team efforts and related services. It also includes CFSA and CSSD referrals and the attendance policy on valid excuses.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How are key attendance metrics presented for SY 23-24 and SY 24-25?",{"text":118,"@type":114},"The report provides a comparison table showing In-Seat Attendance, Truancy, and Chronic Absence for both school years. It highlights directional changes between SY23-24 and SY24-25 for overall measures.",{"name":120,"@type":111,"acceptedAnswer":121},"What attendance support initiatives were highlighted by DCPS?",{"text":122,"@type":114},"Highlights include an updated attendance dashboard, an internal attendance site, central and school-level attendance playbooks, and implementation of a DHS pilot in three DCPS high schools. The report also notes targeted communication campaigns and family engagement through advisory and back-to-school events.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},584210,1792160772,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":26,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","October 2025  \nSY2024-25 Annual Attendance Report  \nIntroduction  \nIn compliance with D.C. Code § 38-203(i), DC Public Schools (DCPS) hereby reports a summary of the District’s truancy data for School Year (SY) 2024-2025 to the Mayor and the Office of the State Superintendent of Education (OSSE) . As required, the report reflects:  \n• The number of minors with unexcused absences, categorized by grade, or equivalent grouping for ungraded schools for:  \no One (1) to five (5) days  \no Six (6) to ten (10) days  \no Eleven (11) to twenty (20) days  \no Twenty-one (21) or more days  \n• A discussion of the efforts of the school-based student support teams to reduce unexcused absences that includes:  \no The number of students referred to a school-based student support team;  \no The number of students who met with a school-based student support team;  \no A summary of the action plans and strategies implemented by the school-based student support team to eliminate or ameliorate unexcused absences;  \no A summary of the services utilized by students to reduce unexcused absences; and  \no A summary of the common barriers to implementing the recommendations of the school-based student support team.  \n• The number of minors, categorized by grade, or equivalent grouping for ungraded schools, that the school reported to the Child and Family Services Agency (CFSA) pursuant to D.C. Code § 4-1321.02(b)(1)(B) .  \n• The number of minors categorized by grade, or equivalent grouping for ungraded schools, referred for  \ntruancy to the Court Social Services Division (CSSD) of the Family Court of the Superior Court of the District of Columbia; and  \n• The policy on absences used, including defined categories of valid excuses.  \nSchool Year 2024-25 Attendance Summary  \nDCPS is sharing attendance information pursuant to D.C. Code § 38-203(i) including overall attendance metricsand compliance rates for the 2024-2025 school year. DCPS’ overall in-seat attendance (ISA) rate declined by .2 percentage points, truancy rate increased by 1.6 percentage points, and the rate of chronic absenteeism increased by 1.3 percentage points between SY23-24 and SY24-25 .1 The table below highlights DCPS’ last two years of attendance data.  \nTable 1: Attendance Metrics  \n\n| Metric SY 23-24 SY24-25 |  |  |\n| --- | --- | --- |\n| In-Seat Attendance | 87.4% | 87.2% |\n| Truancy | 33.4% | 35.0% |\n| Chronic Absence | 36.9% | 38.2% |\n\nAt DCPS, we remain deeply committed to cultivating a school environment where strong, meaningful connections with students and families are at the heart of our mission. Our continued focus is on closing opportunity gaps by removing barriers to regular attendance, academic growth, and social development—providing every student the support and school-based resources needed to succeed.  \nConsistent attendance is fundamental to student achievement. Beyond supporting academic progress and increasing the likelihood of on-time graduation, regular attendance helps students develop healthy routines, strengthen social connections, build essential life skills, and remain actively engaged in learning. It also deepens family involvement and helps pave the way for future educational and career opportunities.  \nThis year, DCPS has made notable strides to strengthen attendance supports and systems across our schools. Highlights include:  \n• Launching an updated attendance dashboard that incorporates successful strategies drawn from Rhode Island’s model.  \n• Creating and rolling out an internal attendance site to provide timely updates and resources directly to school-level staff.  \n• Developing comprehensive central and school-level attendance playbooks outlining required practices alongside practical, proven practices to guide school teams.  \n• Successfully implementing the DHS pilot in three schools to improve student attendance and family engagement. The DHS pilot included three DCPS high schools: Eastern Senior High School, H.D. Woodson Senior High School, and Anacost","cbCaiuxsuZXnbwqd","https://ap.wps.com/l/cbCaiuxsuZXnbwqd","pdf",617551,24,"English","# Introduction\n# School Year 2024-25 Attendance Summary\n# Attendance Metrics (Table 1) \n## In-Seat Attendance\n## Truancy\n## Chronic Absence\n# Attendance Support Highlights and Initiatives","[{\"question\":\"What does the report require DCPS to include for SY 2024-2025?\",\"answer\":\"It summarizes truancy data for SY 2024-2025, including unexcused absences by grade and absence-length ranges, and describes school-based student support team efforts and related services. It also includes CFSA and CSSD referrals and the attendance policy on valid excuses.\"},{\"question\":\"How are key attendance metrics presented for SY 23-24 and SY 24-25?\",\"answer\":\"The report provides a comparison table showing In-Seat Attendance, Truancy, and Chronic Absence for both school years. It highlights directional changes between SY23-24 and SY24-25 for overall measures.\"},{\"question\":\"What attendance support initiatives were highlighted by DCPS?\",\"answer\":\"Highlights include an updated attendance dashboard, an internal attendance site, central and school-level attendance playbooks, and implementation of a DHS pilot in three DCPS high schools. The report also notes targeted communication campaigns and family engagement through advisory and back-to-school events.\"}]","SY2024-25 Annual Attendance Report - Truancy Data Summary | PDF",1792050210]