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THURSDAY, APRIL 13, 2017
Chronic AbsenteeismPublic Data Release
2015-2016
IntroductionsKrissy Johnson, Attendance Specialist
Dixie Grunenfelder, Director of Secondary Education
Tim Stensager, Director of Performance Management
Susan Canaga, Data Governance Program Manager
Lance Sisco, Data Analyst, Student Information
Purpose of PresentationOverview of key performance indicators
Chronic absenteeism overview and data
Highlight analytic tool features
Share what we are learning from Washington districts
Vision
Mission
Every student ready for career, college, and life
To provide funding, resources, tools, data and technical assistance that enable educators to ensure students succeed in our public schools, are prepared to access post-secondary training and education, and are equipped to thrive in their careers and lives.
Measuring Success
Measures of Success Increase four- and five-year high school graduation
rates
Increase enrollment and completion rates and
decrease remediation rates in post-secondary
training and education
Performance Indicators We must help students: Enter kindergarten with expected skills in all six areas identified by the
Washington Kindergarten Inventory of Developing Skills (WaKIDS).
Meet standard on the 3rd-, 8th-, and 11th-grade statewide English
language arts (ELA) and math assessments, and the 8th-grade
statewide science assessment.
Grow toward proficiency in ELA and math, as determined by Student
Growth Percentiles, in 4th and 6th grades.
Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and
earn high school credit.
Enroll in college-level courses and earn dual credit.
Take the SAT and ACT and earn college-ready scores.
Access financial aid for post-secondary learning.
We must help students avoid: 9th-grade course failure.
Suspensions and expulsions.
Chronic absenteeism.
Defining Chronic Absenteeism
DefinitionsWhat It Is
A student is considered chronically absent if they miss 10% or more of their school days (more than 2 in a month or 18 in a year) for any reason: excused, unexcused, and suspensions.
What It Is Not
Daily average attendance number of students showing up to school each day.
Truancy missing five or more full days, unexcused, within a month, or missing 10 or more full days, unexcused, within a school year.
Data in the OSPI analyticWhat we collect
Attendance data collected in CEDARS: Half day, Full day (50% or more) Excused, unexcused
What we report
Students that miss 18 full days during the year not 10% of their enrolled days Excused, unexcused
Why do we care about attendance?
Policy Changes & Increased Visibility HB 2449 (2016-17) - Changes to BECCA law shifted our focus from truancy to prevention and excused absences Prevention: letter home to parents
Early intervention: elementary school conferences after 5 excused and 2 unexcused
WARNS (High school) or other strength-based assessment after 2 unexcused
Pre-court intervention: Community Truancy Boards
Included as an accountability measure (proxy for school climate) in draft ESSA plan
OCR Civil Rights Data Collection: Washington in 2014 had 2nd highest chronic absenteeism rate in the country
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
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Why do we care about attendance?RESEARCH AND ROOT CAUSES
Graduation is the Goal: Performance Indicators Are the Early Warning Measures
Chronic Absenteeism
9th Grade Course Failure
Discipline
Why do we care about attendance? Students have a much better chance of learning if theyre in school.
Research shows ALL absences matter: Excused, no matter the reason
Early grades, even preschool and kindergarten
Students that are chronically absent in kindergarten and first grade are much more likely to not read at grade level by 3rd grade
Attendance a symptom of challenges a student or their family is facing in school or out
Chronic Absence Research Summary
http://www.k12.wa.us/attendance/pubdocs/Chronic_Absence_Research_Summary_1_page.pdf
Why are students absent?
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Myths Absences are only a
problem if they are unexcused
Ok to miss a day here or there
Attendance only matters in the older grades
Pre-K and K are seen as day care not learning
Barriers Chronic disease
(asthma), lack of health/dental care, mental health
Caring for siblings or family members
Unmet basic needs: transportation, housing, food, clothing
Trauma No safe path to school
Aversion Academic struggles Being teased or bullied Poor school climate,
disproportionate school discipline, or unsafe school
Parents had negative school experience
Disengage-ment Lack of engaging and
relevant instruction No meaningful
relationship with school adults
More exciting to be with peers out of school vs. in school
www.attendanceworks.org
http://www.attendanceworks.org/
Data Overview
Data Cautions & Changes Remember its 2015-16 data: does not reflect work being done this school year
Showing all districts, no matter their size
Minor changes in previous years data as a result of updates from districts For instance, the state rate for 2014-15 changed from the previously published 16% to the current 16.4%
What does the 2015-16 data show?
The state chronic absence rate has hovered around 16% since 2012-13. The rate in 2015-16 at 16.7%.
Some of the highest rates of chronic absenteeism are among these student groups:
American Indian/Alaskan Native - 33% Homeless - 33% Native Hawaiian/Pacific Islander 27% (Up 1 point
from previous year) Low Income - 22%
Disproportionality by Race: 2015-16
The largest gap between racial/ethnic groups is 23 points between Asian and American Indian/Alaskan Native students.
Disproportionality by Other Student Groups: 2015-16
The largest gap within other subgroups is a 16.5 point gap between homeless and non homeless students.
Highlights of the Chronic Absenteeism
Data Analytic Tool
http://www.k12.wa.us/
Overview Tab - Business Rules
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Navigation Features
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Statewide Summary
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Line made up of dots representing every district in Washington
Filter data by:1. School Year2. ESD3. Student subgroup4. District Demographics
(to see like districts)
(New feature: Map shows shading by chronic absenteeism rate)
District Detail
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Take a deeper dive into your districts data by using filters and comparing yourself to the state.
Filter data by:1. School Year (3 options)2. District3. Student subgroups
(all other or race)
The gray perpendicular line represents the state average for that subgroup.
Gap Analysis
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Analyze the opportunity gap in your district
Filter data by:1. District 2. Student subgroups
Graph will show trend lines for different subgroups and show state average when filtered for a specific district.
Performance Gap
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The scatterplot adjusts as different criteria are selected!
Filter data by: School Year, Subgroup, & District Demographics
Use the Highlight District tab to pinpoint districts of interest
Use Filter by District Demographics to change the districts you want to see
Higher Performing refers to a chronic absenteeism rate for the selected subgroup that is lower than the state average for that subgroup. And vice versa, lower performing refers to higher chronic absence rates.
Performance Data
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This data represents what is selected in the Performance Tab. Adjust the data sets from this screen and the Performance scatterplot changes too.
Filter data by: School Yearand Student Group
Download the Workbook
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Scroll down and click on the Download button.
Choose Data
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Click on the Data option.
Data Options
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Examine the Summary and Full data tabs to determine what level of data meet your needs.
Click Download all rows.
Open or Save
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The .csv file can be opened in Excel.
What works to reduce chronic absenteeism
Our Equity Focus
Learning from Outlier DistrictsUsing analytics to identify outliers or highlight districts
Interviewed districts that: Had chronic absenteeism rates lower than the state rate: 16%
Had a smaller gap between low income and non low income students than the state average: 10.9 points
Looked at high performers among small and large district, high FRL districts and low FRL, geography (east and west)
What were learningThis is hard work.
Even with the
