[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-275469-105":3,"detail-sidebar-cat-1-en-105":81,"doc-detail-275469-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","chronic-absenteeism","Chronic Absenteeism","","Letter urging U.S. state education leaders to reduce chronic absenteeism by committing to three actions: ensure more students attend school regularly for the rest of the 2023-24 year and build an early foundation for progress in 2024-25. Defines chronic absenteeism as missing at least 10% of school days, cites pandemic-related increases and academic harms, and outlines drivers and state/LEA actions including accountability indicators, evidence-based interventions, and real-time tracking systems.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/letters/","Letters",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/chronic-absenteeism/275469/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/chronic-absenteeism/275469.png","ImageObject",442,249,{"name":42,"@type":43},"Liam","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How is chronic absenteeism defined in the letter?","Question",{"text":63,"@type":64},"Chronic absenteeism is defined as missing at least 10% of school days, or 18 days in a year, for any reason, excused or unexcused.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What academic and wellbeing impacts does chronic absenteeism have?",{"text":68,"@type":64},"The letter explains that chronic absence removes valuable instructional time and is linked to lower likelihood of reading at grade level and increased risk of not graduating. It also notes disengagement from learning and from peers or caring adults.",{"name":70,"@type":61,"acceptedAnswer":71},"What actions does the letter ask states to commit to?",{"text":72,"@type":64},"States are asked to commit to three key actions to help students attend and engage daily, ensure improved regular attendance for the remainder of the 2023-24 school year, and lay an early foundation for additional progress in 2024-25, with increased technical assistance and resources.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},275469,1790298722,{"code":4,"msg":82,"data":83},"success",[84,89,93,98,103,108,113,117,122],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":86,"show_sort_weight":87,"slug":88},11,"Presentations",90,"presentations",{"id":55,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":115,"slug":116},18,30,"letters",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},21,"Paper Templates",5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":82,"data":127},{"doc_id":79,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":114,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":30,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":139,"read_time":22},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","March 22, 2024  \nDear Chief State School Officers:  \nWe know that one of the most important things we can do to help our students learn is to make sure they come to school consistently and make our families and communities strong partners in this effort. As the school year has progressed, States, local educational agencies (LEAs), and other partners have continued to share their work and progress in improving regular student attendance in school. In the Fort Worth Independent School District, for example, 100 family engagement specialists hired using American Rescue Plan (ARP) funds have helped improve regular daily attendance for nearly 3,000 students. In the Los Angeles Unified School District, staff conducted more than 19,300 home visits to establish stronger and trusting relationships between schools and families, reducing chronic absenteeism by more than a third. And Rhode Island launched Attendance Matters Rhode Island, creating community data dashboards to spur an all-hands-on-deck approach to increasing the number of students who attend school regularly. But we know there is still more work to do. That is why the Biden-Harris Administration has made addressing chronic absenteeism one of the focal points of its Improving  Student Achievement Agenda and is using every tool in its toolbox to help schools and communities address this issue.  \nI’m writing today to ask each State to commit to three key actions that can help more students attend and engage in school each day; ensure more students attend school regularly for the remainder of the 2023-24 school year; and lay an early foundation for additional progress in the 2024-25 school year. As you continue the hard work of re-engaging students, the Department is committed to increasing technical assistance, guidance, and other resources to support your efforts in each of these areas.  \nChronic absenteeism is typically defined as missing at least 10 percent of school days, or 18 days in a year, for any reason, excused or unexcused. Chronic absenteeism increased during the COVID-19 pandemic at troubling rates, nearly doubling between 2018 and 2022. As of the 2021-22 school year, over 14 million students nationwide were chronically absent, missing valuable instructional time and posing serious implications for students’ overall academic success and wellbeing. Research suggests that children who are chronically absent for multiple years between preschool and second grade are much less likely to read at grade level by the third grade. This has been shown elsewhere to make students four times more likely to not graduate from high school. Chronic absenteeism can also further disengage students from their learning and connections with their peers and with other caring adults.  \nThough chronic absence derives from multiple, often interconnected factors, research points to student disengagement, lack of access to student and family supports, and student and family health challenges as significant drivers. These challenges may present differently by school type—for example, highschool-age students are more likely to cite competing demands such as staying home to be caregivers to younger siblings or a sick family member or working outside the home to financially support themselves or their families.  \nWhile any effort to address chronic absenteeism must begin with an understanding of the factors  \ncontributing to it, urgent actions by State and LEAs can set the foundation for strong local responses. Actions you can take include:  \n1. Support schools in increasing regular school attendance through your State’s Elementary and   \nSecondary Education Act of 1965 (ESEA) Consolidated State plan. Identifying schools for support and improvement using their accountability systems, and awarding Federal school improvement funds to identified schools, is one of a State’s most important obligations under the ESEA. While States have significant discretion in operationalizing these requirements, Sta","cbCaibl2u5o3e6zu","https://ap.wps.com/l/cbCaibl2u5o3e6zu","pdf",202967,"English","# Actions for states and LEAs to address chronic absenteeism\n## Definition and impact\n## Key drivers of chronic absence\n## State actions under ESEA accountability\n## Real-time tracking and intervention systems\n## Federal resources and guidance","[{\"question\":\"How is chronic absenteeism defined in the letter?\",\"answer\":\"Chronic absenteeism is defined as missing at least 10% of school days, or 18 days in a year, for any reason, excused or unexcused.\"},{\"question\":\"What academic and wellbeing impacts does chronic absenteeism have?\",\"answer\":\"The letter explains that chronic absence removes valuable instructional time and is linked to lower likelihood of reading at grade level and increased risk of not graduating. It also notes disengagement from learning and from peers or caring adults.\"},{\"question\":\"What actions does the letter ask states to commit to?\",\"answer\":\"States are asked to commit to three key actions to help students attend and engage daily, ensure improved regular attendance for the remainder of the 2023-24 school year, and lay an early foundation for additional progress in 2024-25, with increased technical assistance and resources.\"}]","Chronic Absenteeism | PDF",1789487626]