Embed Size (px)
Citation preview
Make Every Day Count:
An Overlooked Solution for Helping Students Achieve
(February 21,2013)
Ralph Smith, Managing Director, The Campaign for Grade Level Reading
Hedy Chang, Director, Attendance Works
Lynda Jackson, Superintendent, Covington Independent Public Schools
Debra Duardo ,Interim Executive Director, Student Health & Human Services,
Los Angeles Unified School District
2
The
Campaign for
Grade-Level
Reading
• Third grade is a critical juncture on the road to high school graduation. It is the pivot point.
• Approximately 83 percent of low-income children miss this critical milestone and do not read proficiently by the end of third grade.
• Approximately 74 percent of students who fail to read on grade level by the end of third grade will not finish high school on time.
3
The
Campaign for
Grade-Level
Reading
By 2020, a dozen states or
more will increase by at least
100 percent the number of
children from low-income
families reading proficiently
at the end of third grade.
4
124 communities from 34 states, D.C., Puerto Rico and the Virgin Islands
350 school districts with 8 million students (16% of U.S.)
www.attendanceworks.org
Reducing Chronic Absence:
What Will It Take?
An overview of why it matters and key ingredients for improving student attendance
February 21 2012
Director: Hedy Chang
Average Daily Attendance
• The % of enrolled students who attend school each day. It is used in some states for allocating funding.
Truancy
• Typically refers only to unexcused absences and is defined by each state under No Child Left Behind. It signals the potential need for legal intervention under state compulsory education laws.
Chronic Absence
• Missing 10% or more of school for any reason – excuse, unexcused, etc. It is an indication that a student is academically at risk due to missing too much school.
Unpacking Attendance Terms
7
Most Schools Only Track Average Daily Attendance and Truancy. Both Can Mask Chronic Absence.
Moving into Action Requires Knowing if Chronic Absence is a Problem
7% 12% 13% 13% 15% 16%
0%
5%
10%
15%
20%
25%
30%
A B C D E F
Chronic Absence For 6 Elementary Schools in
Oakland, CA with @ 95% ADA in 2012
% Chronic Absence
8
98% ADA = little chronic absence
95% ADA = don’t know
93% ADA = significant chronic absence
0
100
200
300
400
500
600
700
K 1 2 3 4 5 6 7 8 9 10 11 12
# o
f stu
dent
s (d
uplic
ated
)
Grade
# chronic absentees - 2010-2011
# of combined chron/hab truants (as of May 16th 2011)
San Francisco Unified School District
Chronic Absence Versus Truancy
(Note: SFUSD identified chronic truants as 10 unexcused absences)
9
Nationwide, as many as 10-15% of students (7.5 million) miss nearly a
month of school every year. That’s 135 million days of lost time in the
classroom.
In some cities, as many as one in four students are missing that much
school.
Chronic absenteeism is a red aler t that students are headed for
academic trouble and eventually for dropping out of high school.
Poor attendance isn’t just a problem in high school. It can start as early
as kindergarten and pre-kindergarten.
10
Chronic Absence – A Hidden National Crisis
64%
43% 41%
17%
0%
20%
40%
60%
80%
100%
No attendance risks Small attendance risks Moderate attendance risks High attendance risks
Percent Students Scoring Proficient or Advanced on 3rd Grade ELA
Based on Attendance in Kindergarten and in 1st Grade
Students Chronically Absent in Kindergarten and 1st Grade are Much Less Likely to Read Proficiently in 3rd Grade
No risk Missed less than 5% of school in K & 1st
Small risk Missed 5-9% of days in both K & 1st
Moderate risk Missed 5-9% of days in 1 year &10 % in 1 year
High risk Missed 10% or more in K & 1st
Source: Applied Survey Research & Attendance Works (April 2011) 11
For children chronically absent in PreK & K, the Baltimore Education
Research Consortium found:
Greater likelihood of continued poor attendance. 50% were
chronically absent again in G1, 45% in G2.
Lower outcomes in G1, G2 in reading and math, and math in G3
More often retained (26% compared with 9% of students with no
chronic absence)
More likely to be identified as needing special education
Chronic Absence in PreK + K = Significantly Worse Outcomes
By contrast, children who participated in Head Start had better
attendance and higher 3rd grade test scores. 12
The Long-Term Impact of Chronic Kindergarten Absence is Most Troubling for Poor Children
40
42
44
46
48
50
52
0-3.3% in K 3.3 - 6.6% in K 6.6-10.0% in K >=10.0% in K
Aver
age
Acad
emic
Per
form
ance
Absence Rate in Kindergarten
Reading
Math
Source: ECLS-K data analyzed by National Center for Children in Poverty (NCCP)
Note: Average academic performance reflects results of direct cognitive assessments conducted for ECLS-K.
5th Grade Math and Reading Performance By K Attendance for Children Living In Poverty.
Academic performance was lower even if attendance had improved in 3 rd grade.
13
Grade
0-5% days missed in K
5-10% days missed in K
10-20% days missed in K
> 20% days missed in K
0-5% days missed in 5th
5-10% days missed in 5th
10-20% days missed in 5th
> 20% days missed in 5th
3 4 5 6 7 8 9 10
200
210
220
230
240
There Is a Clear and Consistent Relationship Between Early Attendance and Later Achievement
Source: ECONorthwest analysis of Oregon Department of Education data, 2009-10.
Average reading RIT scores for two cohorts of Oregon students, by absence
rates in kindergarten and 5th grade
14
(Note: 23% of students statewide in Oregon were chronically absent)
Number of Years Chronically
Absent
Percent Who Dropped Out
0 10.3%
1 36.4%
2 51.8%
3 58.7%
4 61.3%
5 Not Repor ted (<1% )
The Effects of Chronic Absence on Dropout Rates Are Cumulative
With every year of chronic absenteeism, a higher percentage of
students dropped out of school
Proportion of Students Dropping Out by Number of Years the Student Was Chronically Absent
from 8th-12th Grades
Source: Utah Education Policy Center, Research Brief: Chronic Absenteeism, University of Utah, July 2012. 15
16
Solutions Only Work if Grounded in Understanding of What Leads to Chronic Absence
Discretion
Parents or students don’t
know attendance matters
School lacks a strong culture of
attendance
Aversion
Child is struggling academically
Lack of engaging instruction
Child be being bullied
Barriers
Lack of access to health care
No safe path to school
Poor transportation
Special thanks to Dr. Robert Balfanz, Everyone Graduates Center, Johns Hopkins University, Baltimore, MD for providing this framework.
17
Proposed Universal Strategies for Influencing Discretion and Identifying Causes of Absence
Recognize Good & Improved Attendance
Parent and Student Engagement
Personalized Early Outreach
School Team Monitoring Attendance
Data & Practice
Variation Across Schools Helps Identify Good Practice and Need for Intervention
Chronic Absence Levels Among Oakland Public Schools
(2009-10)
18
Positive Messaging
Capacity
Building
Actionable
Data
Shared
Account -ability
Ingredients for Success & Sustainability in a District
Is accurate, regularly
reported and easily
obtained
Ensures monitoring & incentives
to reduce chronic absence
Expands ability to interpret data and adopt best practices
Conveys importance of
building a habit of
attendance & explains what
is chronic absence Strengthens
Family/School Relationship
19
20
Panel
Discussion
Questions 1. Why did your district start
addressing chronic absence?
2. What are your main strategies?
3. How are you engaging parents?
4. What are you main accomplishments to date?
5. What advice would you offer to other district Superintendents and administrators?
21
Contact
Information
Ralph Smith, Managing Director, Campaign for Grade Level Reading and Senior Vice President Annie E Casey Foundation ([email protected])
Hedy Chang, Director, Attendance Works ([email protected])
Lynda Jackson, Superintendent, Covington Independent Public Schools
Debra Duardo ,Interim Executive Director, Student Health & Human Services, Los Angeles Unified School District ([email protected])
Tracking Attendance Data
LESS THAN 87%
(Far Below Basic)
87 - 91%
(Below Basic)
92 - 95%
(Basic)
96 - 99%
(Proficient)
100%
(Advanced)
Performance Meter Goal 2010-11: 66% of students 2012-13: 71% of students
25 or more
absence
15-24
absences
8-14
absences
0-7
absences0 Absences
Pupil Services, LAUSD
2012-13 Goal 71% of all LAUSD students achieving proficient or advanced attendance
Superintendent’s Target
Elementary Attendance Data 2010-11
Grade
Number
Chronically
Absent
Percent
Chronically
Absent
92 - 95%
(Basic)
Number of
Students
Meeting
Goal
Percent of
Students
Meeting
Goal
Total
KINDERGARTEN 9,149 18.85% 12,347 26,818 55.26% 48,533
GRADE 1 6,312 12.98% 11,238 30,829 63.38% 48,638
GRADE 2 4,489 9.48% 9,722 32,896 69.45% 47,368
GRADE 3 4,000 8.60% 8,953 33,334 71.64% 46,532
GRADE 4 4,014 8.60% 8,993 33,400 71.59% 46,657
GRADE 5 3,919 8.42% 8,348 34,024 73.07% 46,566
GRADE 6 650 8.69% 1,334 5,391 72.04% 7,483
Source: MyData, 8/2011 Pupil Services, LAUSD
Secondary Attendance Data 2010-11
Grade
Number
Chronically
Absent
Percent
Chronically
Absent
92 - 95%
(Basic)
Number of
Students
Meeting
Goal
Percent of
Students
Meeting
Goal
Total
GRADE 6 3,447 9.66% 6,509 25,725 72.10% 35,681
GRADE 7 4,871 11.09% 7,768 31,161 70.96% 43,915
GRADE 8 5,338 11.95% 7,745 31,507 70.51% 44,685
GRADE 9 10,617 19.98% 9,414 33,003 62.10% 53,141
GRADE 10 7,881 18.00% 7,963 27,920 63.77% 43,783
GRADE 11 6,557 17.68% 6,752 23,732 63.99% 37,086
GRADE 12 7,127 19.55% 7,862 21,056 57.75% 36,458
Source: MyData, 8/2011 Pupil Services, LAUSD
Absenteeism and Revenue Loss 2010-11
Source: MyData, 8/2011
Grade Level Instructional
Days Lost
Revenue Lost
(@$31.60/day) % of Total Loss
KINDERGARTEN 448,994 $14,188,210 9.02% GRADE 1 372,879 $11,782,976 7.49%
GRADE 2 309,377 $9,776,313 6.22%
GRADE 3 287,481 $9,084,400 5.78%
GRADE 4 286,003 $9,037,695 5.75%
GRADE 5 268,606 $8,487,950 5.40%
GRADE 6 279,786 $8,841,238 5.62%
GRADE 7 306,501 $9,685,432 6.16%
GRADE 8 336,645 $10,637,982 6.77%
GRADE 9 627,907 $19,841,861 12.62% GRADE 10 472,927 $14,944,493 9.51%
GRADE 11 399,194 $12,614,530 8.02%
GRADE 12 429,334 $13,566,954 8.63%
UNGRADED SPECIAL ED 149,891 $4,736,556 3.01%
Total 4,975,525 $157,226,590 100.00%
Pupil Services, LAUSD
Attendance Improvement Program Mission
The Attendance Improvement Program will support schools in achieving attendance improvement
targets in kindergarten and ninth grade. Increasing student attendance is a top priority and a critical factor to improve academic achievement. We are committed to engaging parents, students, school
staff, and community members toward a common vision of graduation for all students.
Pupil Services, LAUSD
Prevention and Intervention Strategies and Activities
Attendance Improvement Counselors: • Target attendance activities based on assessed needs and data
trends
• Evaluate and enhance early intervention strategies and systems
• Implement student attendance recognition programs and campaigns that reinforce attendance (yearly, monthly, weekly, daily)
• Implement and promote parent recognition programs and incentives
• Identify and assess available resources and school/community needs
• Connect students and parents to school/community resources as needed
Pupil Services, LAUSD
Prevention and Intervention Collaboration and Outreach
• Parent Community Services Branch (PCSB)
• Community Development Department
• Wellness Networks
• VISTA AmeriCorps Volunteers
• Community Businesses
Pupil Services, LAUSD
Attendance Improvement Counselors are school-site experts who:
• Analyze, review, and share attendance data
• Assist with development and implementation of the ADP Plan
• Assess factors that contribute to data outcomes
• Support strategies that address and improve school climate
• Focus attendance improvement efforts in Kindergarten or Grade 9
Attendance and Dropout Prevention (ADP) Plan
Pupil Services, LAUSD
School Data Profiles are compiled monthly by
Lead AICs in each Local District
Pupil Services, LAUSD
Pupil Services, LAUSD
• Targeted support and interventions result in significant attendance improvements
• Utilizing data for early identification/prevention is critical to student success
• Current need in targeted grade levels: • 276 Elementary Schools • 30 Senior High Schools
Ensuring Continued Attendance Improvement
Pupil Services, LAUSD
District-wide Results
District-Wide
Proficient / Advanced
Attendance
(7 or fewer absences/year)
Chronic
Absenteeism
(15 or more absences/year)
Kindergarten +5.47% -4.79%
Grade 9 +2.57% -2.54%
District-wide +2.85% -2.69%
Pupil Services, LAUSD
Attendance Improvement Program Results
AIP Schools
Proficient / Advanced
Attendance
(7 or fewer absences/year)
Chronic
Absenteeism
(15 or more absences/year)
Kindergarten +20.35% -13.42%
Grade 9 +7.21% -4.92%
School-wide Elementary +7.51% -4.92%
School-wide Secondary +4.61% -13.33%
Pupil Services, LAUSD
Attendance Improvement Program (AIP) Results
• AIP schools demonstrated significant gains in Proficient/Advanced attendance rates
– over 20% in Kindergarten and 7% in Grade 9 outpacing improvements seen district-wide • about 15% better in Kinder and 5% better in Grade 9
• AIP schools demonstrated significant declines in chronic absence rates
– over 13% decline in Kindergarten and 5% decline in Grade 9
Pupil Services, LAUSD
AIP Results - Kindergarten
Kindergarten Proficient/Advanced Attendance rates in program schools ranged from
22.92% - 42.86%
• Kindergarten Baseline (All Schools 2010-11): 37.11%
• Kindergarten Year-End Achievement (2011-12): 57.56%
• 4,555 Kindergarten students served
• Average Enrollment per site: 90 students
Pupil Services, LAUSD
AIP Results – Grade 9
Grade 9 Proficient/Advanced Attendance rates
in program schools ranged from
37.02% - 63.39%
• Grade 9 Baseline (All Schools, 2010-11): 51.45%
• Grade 9 Year-End Achievement (2011-12): 58.66%
• 13,356 Grade 9 students served
• Average enrollment per site: 513 students
Pupil Services, LAUSD
