Attendance Practices in High-Absenteeism Districts

Abstract

Though researchers have documented the consequences and causes of chronic absenteeism, there is limited empirical evidence about what schools and districts are actually doing to improve attendance. This study presents evidence about the types of attendance practices that forty-seven high-absenteeism districts in Michigan are planning and implementing, using data from principal surveys, case studies, observations, and school improvement plans. In 2022-2023, principals reported using communication practices, incentives, and to an extent providing resources to address barriers to attendance. In improvement plans, districts planned to create new organizational infrastructure and hire new personnel, with less emphasis on specific practices. These findings highlight frequent use of communication-based strategies and limited existing organizational infrastructure for addressing attendance. It is unclear whether planned practices will address social and economic inequalities at the root of high absenteeism rates. I conclude with recommendations for monitoring new attendance practices, addressing root causes, and avoiding counterproductive practices.