Rethinking School Policies to Combat Chronic Absenteeism

By: Michael Gary, Jr. Ph.D. and Ivory A. Toldson, Ph.D.

The recent “Every Day Counts Summit: Addressing Chronic Absenteeism and Increasing Student Engagement” at The White House highlighted a crucial issue in American education. While the summit acknowledged the post-pandemic exacerbation of chronic absenteeism, it largely missed the mark in recognizing the systemic inequities that perpetuate this problem. The summit's focus on data-driven approaches, family engagement, and community partnerships is commendable, but it needs to move beyond surface-level solutions and address the deeply embedded policies that actively contribute to chronic absenteeism.

The summit touched upon the complex reasons behind chronic absenteeism, including health issues, socioeconomic factors, and school-related challenges. However, it failed to engage with the systemic barriers built into school policies themselves. These policies, often rooted in well-intentioned initiatives, inadvertently create obstacles for students, particularly those from marginalized communities.

Here are five crucial areas where policies need a critical re-evaluation:

1. Redefining the "Excused Absence": The summit touched on the need for improved communication with families regarding attendance. However, the misconception around excused absences remains. Parents often submit valid medical documentation, yet remain unaware that all absences are treated equally at the state level, potentially leading to truancy penalties. This ambiguity undermines the intent of excused absences and creates confusion for families. School districts should clearly define what constitutes an excused absence and ensure that policies reflect the actual intent.

2. Addressing Athlete-Related Absences: While the summit emphasized a sense of belonging as a key factor in attendance, it overlooked the impact of sports-related absences. We cannot ignore the chronic absenteeism experienced by student athletes, often due to injuries or scheduling conflicts. Schools should explore flexible attendance policies that accommodate the unique needs of student athletes, recognizing their commitment to both academics and athletics.

3. Rethinking Non-Credit Bearing Classes: The summit touched upon the importance of engagement, but it failed to address the disengagement often experienced in non-credit bearing classes like study hall. Students often perceive these classes as irrelevant and disruptive to their academic schedule. Schools should re-evaluate the purpose and structure of these classes, ensuring they offer meaningful learning opportunities or providing alternative options for students who find them unengaging.

4. Reconsidering Early Release Days: The summit didn't explicitly address the impact of early release days, which can exacerbate absenteeism. Many schools have eliminated early release days, recognizing their negative impact on attendance. However, the practice persists in some districts, demonstrating the need for a policy shift across the board.

5. Re-evaluating Suspension Policies: While the summit acknowledged the consequences of suspension, it didn't delve into the problematic nature of out-of-school suspension (OSS). OSS disproportionately impacts Black students and fuels a cycle of absenteeism and academic decline. Schools should invest in alternative disciplinary measures, emphasizing restorative practices and in-school support to address behavioral issues while minimizing the detrimental impact of OSS.

Beyond these policy considerations, school uniforms also deserve scrutiny. While the intention of uniforms is positive, they often create socioeconomic and logistical barriers for students. Uniform regulations should be reevaluated to ensure they are equitable and accessible to all families.

The Every Day Counts Summit made a valuable first step in addressing chronic absenteeism. However, true change requires a deeper understanding of systemic inequities and a commitment to addressing them head-on. This means rethinking school policies, not simply adding new initiatives. We must ensure that policies are not only data-driven but also equity-driven, reflecting the unique needs and experiences of all students, particularly those from historically marginalized communities.