According to the U.S. Department of Education, student absenteeism is a serious issue for many elementary and middle schools. Research has shown that, as early as the elementary grades, higher levels of absenteeism predict whether or not students drop out of school. Partnership practices that improve student attendance may help improve graduation rates.
The National Network of Partnership Schools conducted the research study Focus on Results to examine the effects of family and community involvement activities on student attendance and absenteeism. Longitudinal data were collected from almost 40 schools about their use of attendance-focused partnership activities and levels of chronic absenteeism for 2 years. Participants represented elementary and secondary schools, as well as schools from large urban, small urban, suburban, and rural locales. Chronically absent students were those who missed 20 or more days of school a year.
Analyses indicated that communications about attendance were most important. School–to-home communication practices were significantly associated with reducing the percentage of chronically absent students. In particular, schools that conducted orientations for parents about school expectations and attendance policies and those that sent home newsletters praising students with excellent attendance reported lower levels of chronic absenteeism from one year to the next. Also, schools that connected chronically absent students with community mentors reported declines in the percentage of students that missed 20 or more days of school.
Analyses also indicated that schools that used a wide variety of partnership activities to help improve attendance reported improvements in chronic absenteeism. This suggests that schools should develop comprehensive partnership programs, focused on reducing chronic absenteeism, by implementing practices for all six types of involvement—Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with the Community.
This study further supports the important role of school, family, and community partnership programs in helping all students succeed. Students have to first attend school in order to learn the skills they need to achieve academically and later in life.
Sheldon, S. B. & Epstein, J. L. Getting Students to School: Effects of Family and Community Involvement on Chronic Absenteeism. Under Review. For a preprint, contact the authors.