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Since hitting a record high in 2022, national chronic absenteeism rates have dropped modestly — by about five percentage points — according to the most recent available data, but still remain persistently higher than pre-pandemic levels.
States that joined a national pledge led by three high-profile education advocacy and research groups to cut chronic absenteeism in half over five years fared better. The 16 states and Washington, D.C. posted results “substantially above the average rate” of decline, though exact numbers are not yet available, said Nat Malkus, deputy director of education policy studies at the American Enterprise Institute, one of the trio.
The national chronic absenteeism average dropped from 28.5% in 2022 to 25.4% in 2023, and fell an additional two points to 23.5% in 2024. Virginia, which is among the 16 participating states, cut its chronic absenteeism by 4.4 percentage points, year over year, to 15.7%, as of spring 2024.
Speaking of the states collectively, Malkus told The 74, “That’s good but it’s not as good as we need it to be. I think it points to the need for sustained pressure and a sustained campaign to bring absence rates down and to bring more students back to consistent attendance.”
Last July, AEI and EdTrust, right-and left-leaning think tanks, respectively, and the national nonprofit Attendance Works joined forces to launch The 50% Challenge. This week, the organizations hosted an event in Washington, D.C., to report on their progress, re-up the call to action and hear insights from state, district and community partners on how they are improving student attendance and engagement.
With California and Georgia recently joining, the 16 states and D.C. who signed on to the pledge account for more than a third of all students nationally. While Malkus doesn’t necessarily attribute their better results to the pledge itself, he noted that their participation shows a willingness to commit to the cause and be publicly accountable for their results.
“I will hold their feet to the fire on this goal,” he added during his opening remarks in D.C.
While felt most acutely by students of color and those in poorer districts, the spike in chronic absenteeism — students missing more than 10% of school days a year — cut across districts regardless of size, racial breakdown or income. Chronic absenteeism surged from 13.4% in 2017 to 28.5% in 2022 before beginning to drop in 2023.
Only about one-third of students nationally are in districts that are on pace to cut 2022 absenteeism in half by 2027, according to an AEI report, and rates improved more slowly in 2024 than they did in 2023, “raising the very real possibility that absenteeism rates might never return to pre-pandemic levels.
Research has shown that students with high rates of absenteeism are more likely to fall behind academically and are at a greater risk of dropping out of school. About 8% of all learning loss from the pandemic is attributed just to chronic absenteeism, according to soon-to-be-released AEI research.
The continued disproportionate impacts of chronic absenteeism were confirmed by recent RAND research, which found that in roughly half of urban school districts, more than 30% of students were chronically absent — a far higher share of students than in rural or suburban school districts.
RAND also found that the most commonly reported reason for missing school was sickness and one-quarter of kids did not think that being chronically absent was a problem.
SchoolStatus, a private company that works with districts to reduce chronic absenteeism, also released new numbers this week for some 1.3 million K-12 students across 172 districts in nine states. Districts using proactive interventions, the company reports, drove down chronic absenteeism rates from 21.9% in 2023–24 to 20.9% in 2024–25.
At this week’s event, numerous experts across two panels emphasized the importance of a tiered approach to confronting the issue, which has resisted various remedies. Schools must build enough trust and buy-in with kids and their families that they are willing to share why they are absent in the first place. Once those root causes are identified, it is up to school, district and state leaders to work to remove the barriers.
And while data monitoring must play a significant role, it should be done in a way that is inclusive of families.
“We need to analyze data with families, not at them,” said Augustus Mays, EdTrust’s vice president of partnerships and engagement.
It’s imperative to understand the individual child beyond the number they represent and to design attendance plans and strategies with families so they feel supported rather than chastised.
“It’s around choosing belonging over punitive punishment,” Mays added.
One major and common mistake schools make is “accountability without relationships,” said Sonja Brookins Santelises, the superintendent of Baltimore City Public Schools.
“You can’t ‘pull people up’ if you don’t have enough knowledge of what they’re really going through,” she said.
Panelists were transparent that all this would require immense funding, staff and community partnerships.
Virginia achieved its noteworthy drop in chronic absenteeism after launching a $418 million education initiative in the fall of 2023, in part after seeing their attendance data sink, with about 1 in 5 students chronically missing school. At least 10% of those funds are earmarked to prioritize attendance solutions in particular, according to panelist Emily Anne Gullickson, the superintendent of public instruction for the Virginia Department of Education.
These strategies are far-reaching, she noted: Because parents had been told throughout the pandemic to keep their kids home at the slightest sign of illness, schools partnered with pediatricians and school nurses to help counter the no-longer-necessary “stay home” narrative.
Gullickson said she also broke down bureaucratic silos, connecting transportation directors and attendance directors, after realizing the role that transit played in chronic absenteeism. The state now has second chance buses as well as walking and biking “buses,” led by parents or teachers along a fixed route, who pick up students along the way.
And they are “on a mission to move away from seat time and really deliver more flexibility on where, when and how kids are learning,” she said.
“This isn’t one strategy. It’s a set of strategies,” said Attendance Works founder and executive director Hedy Chang, who moderated the panel.
In Connecticut, state leaders have launched the Learning Engagement and Attendance Program, a research-based model that sends trained support staff to families’ homes to build relationships and better understand why their kids are missing school.
A recent study confirmed that six months after the program’s first home visits, attendance rates improved by approximately 10 percentage points for K-8 students, and nearly 16 percentage points for high schoolers, said Charlene Russell-Tucker, the commissioner of the Connecticut State Department of Education.
Schools must also work to motivate kids to want to show up in the first place, panelists said, making it a meaningful place that students believe will support and help them in the long run. The only way to do this is to start with student and family feedback, said Brookins, the Baltimore schools chief.
During the pandemic many parents saw up-close for the first time what their kids’ classrooms and teacher interactions looked like, “and I don’t think a lot of folks liked what they saw for a variety of different reasons,” Brookins said.
“I think it opened up boxes of questions that we — as the education establishment — were unprepared to answer,” she added. But chronic absenteeism cannot be successfully fought without engaging in those uncomfortable conversations.
Disclosure: The Bill & Melinda Gates Foundation provides financial support to EdTrust and The 74.
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