The COVID-19 pandemic has had a profound impact on public school attendance rates, particularly in urban areas. This article examines the challenges faced by schools, students, and parents in the post-pandemic era, focusing on the persistent issues of chronic absenteeism and its consequences for student learning and achievement.
The transition back to in-person learning after extended periods of remote instruction has proven difficult for many students and families. According to a study by the Brookings Institution, public schools in urban and high-poverty areas experienced greater enrollment declines during the pandemic. Over the 2020-21 and 2021-22 school years, about 12% of public elementary schools and 9% of middle schools saw substantial declines in enrollment. This trend has persisted even after schools reopened for in-person learning, with attendance rates remaining below pre-pandemic levels, particularly among low-income and minority students.
The pandemic has exacerbated existing achievement gaps, creating a deterrent for some students to return to school regularly. A study from North Carolina revealed that the percentage of chronically absent students (those missing 10% or more of school days) increased from 14% in 2018-19 to 30% in 2021-22. These learning gaps can create a cycle of absenteeism, as students who fall behind may feel discouraged and less inclined to attend school.
Parents face significant challenges in reestablishing consistent school attendance routines for their children after months of remote learning. Some parents have developed new expectations for school flexibility, requesting remote learning options or influencing curriculum decisions. This shift in parental attitudes has created additional complexities for schools trying to maintain consistent attendance and educational standards.
Chronic absenteeism has severe consequences for student education and future prospects. Research shows that absenteeism in first grade affects reading levels in third grade, and chronic absence in one year between grades 8 and 12 is associated with a sevenfold increase in school dropout rates. These impacts extend beyond academic performance, affecting social development and long-term career prospects.
Educational leaders and teachers are implementing various strategies to improve attendance rates. For instance, some schools have introduced text messaging systems to communicate with families about attendance, which has shown to decrease chronic absenteeism by 12 to 18 percent. However, schools are often unfairly held accountable for student attendance, despite factors beyond their control.
To address the attendance crisis, a multi-faceted approach is necessary. This includes utilizing disaggregated attendance data to identify patterns and target interventions effectively, involving administrators, teachers, counselors, social workers, parents, and community partners in attendance improvement efforts, creating safe, supportive, and engaging school environments to encourage attendance, implementing varied levels of support based on individual student needs, co-creating solutions with students and families to address specific barriers to attendance, and collaborating with local organizations to provide additional support for students and families. The discretionary efforts of all educators to prioritize forging and fortifying trusting, supportive relationships with students and their families cannot be understated; this is foundational.
While these efforts by educators are crucial, their impact is limited without parental prioritization of attendance and adequate resources for student success. It is essential for all stakeholders – schools, families, and communities – to communicate openly and respectfully collaborate to address the complex issue of post-pandemic school attendance and ensure that all students have the opportunity to engage fully in their education.