From Absent to "Invisible" - Critical Discourse Analysis of New York State’s Newly Revised “Attendance Index” Policy

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT072 (Friday)

Abstract

This paper critically examines New York State’s (NYS) revised method for measuring chronic absenteeism in K–12 schools, highlighting the shift from a percentage-based metric to the new algebraic “Attendance Index.” Drawing on Critical Discourse Analysis (Wodak & Meyers) and Ladson-Billings’ opportunity gap framework within Critical Race Theory, the study explores how language, power, and ideology shape definitions of absenteeism and accountability. It considers how the policy frames marginalized students, redistributes responsibility, and risks reinforcing inequities despite its equity-focused intent. The analysis also addresses missing stakeholder perspectives and opportunities to “game” the index. Findings suggest that meaningful equity requires more participatory policy design and shared accountability across schools, communities, and policymakers.

Author

• Zheng Ma, New York University