Improve School Attendance

One in 10 children in kindergarten and 1st grade misses 10 percent of the school year, absences that can correlate with poor academic performance, especially for low-income children unable to make up for time on task. [i] Many of the stress factors associated with poverty—unreliable transportation, unstable housing and maternal risk—can contribute to chronic absence . [ii]  Beyond the effect on grade-level reading, chronic absence can predict the likelihood that a student will drop out of high school, which in turn can adversely affect future earnings. By 6th grade chronic absence is a clear predictor of drop-out. By 9th grade, missing 20 percent of the school year is a better predictor of dropping out than test scores. [iii]   Too often, though, schools are not paying attention to these important clues. They are recording school-wide attendance or truancy rates, both of which can mask the number of children missing multiple days of school if all absences are counted, including excused absences.

What Can Policymakers Do?

  • Engage parents . Parents help children develop good attendance habits; schools can help by educating parents that attendance matters, starting in preschool and kindergarten, offering students incentives and providing welcoming environments.
  • Promote school and community collaborations .  Especially when working in close partnership with community agencies, schools can reach out to families and help to address barriers to school attendance, such as the lack of reliable transportation, affordable housing or access to health care, and ensure families have the resources to raise healthy and prepared children.


[i] Chang, Hedy N. and Romero, Marijose, Present Engaged and Accounted For: The Critical Importance of Addressing Chronic Absence in the Early Grades, National Center for Children in Poverty, September 2008

[ii]  Romero, Mariajose and Lee, Young-Sun, The Influence of Maternal & Family Risk on Chronic Absenteeism in Early Schooling, National Center for Children in Poverty, January 2008

[iii] Balfanz, Robert, Herzog, Lisa and MacIver, Douglas J., Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions, Educational Psychologist, 42(4), 223–235 Copyright 2007, Lawrence Erlbaum Associates, Inc.