Identifying Challenges in Implementing Chronic Absenteeism Interventions

• In Event: Sociology of Education Section Roundtables
  In Refereed Roundtable (60 minute): Table 21. School Organizational Policies, Programming, and Processes

Abstract

Even before the COVID-19 pandemic, chronic absenteeism rates were at an all-time high. After the pandemic, chronic absenteeism rates were 26%. Given the alarming chronic absenteeism rates, school districts, along with community members and non-profit organizations, seek to tackle and strengthen existing absenteeism prevention and intervention strategies. Nonetheless, there is a lack of literature focused on understanding the challenges schools face in implementing progressive approaches to addressing attendance problems. As such, this paper examines how a mid-sized urban school district formulates its approach and how high schools implement comprehensive and progressive policies. To do so, we conduct a rigorous qualitative inquiry, drawing on 31 interviews with district leaders, school staff, and attendance personnel, as well as 25 observations of attendance team meetings, incentive events, and shadowing district attendance staff. Preliminary findings reveal formulation gaps in the district’s attendance policies. That is, district leaders describe chronic absenteeism as systemic issues (e.g., transportation challenges, health conditions, economic insecurity, etc.), while policies are formulated to emphasize procedural approaches. Additionally, implementation gaps are shaped by a lack of capacity, rigid and time-consuming attendance procedures, a lack of consequences, and schools ultimately defaulting to compliance.

Authors

• Joanne Golann, Vanderbilt University

• Maria Maria Castillo, Vanderbilt University

• Kayla Fike, Vanderbilt University

• David Kalim Diehl, Vanderbilt University

• Raymond Ni, Vanderbilt University