A state-by-state analysis of national testing data demonstrates that students who miss more school than their peers consistently score lower on standardized tests, a result that holds true at every age, in every demographic group, and in every state and city tested.
Though not surprising, the latest finding, which comes from the national nonprofit Attendance Works, ties higher student absenteeism to lower scores on the National Assessment of Educational Progress in grades 4 and 8. Students who said they had missed more than three days of school scored lower on the 2013 NAEP in reading and math than their peers who had missed fewer days of school.
In studies like this, correlation doesn’t necessarily imply causation. Just because test scores go down for students who miss more school doesn’t necessarily mean missing school causes their scores to go down.
That’s because the NAEP is a one-time snapshot of student performance on one assessment, not a narrative statement of their abilities. The National Assessment Governing Board, which oversees NAEP, has even warned that results shouldn’t be used to draw conclusions about the merits of a particular educational approach or the importance of any one variable, like absenteeism, in driving student performance levels.
But still, whether or not this study indicates any cause or effect between poor attendance and low test scores, test scores aren’t really the issue; learning is. Attendance is still not what it needs to be. About one-fifth of students nationally missed three or more days of school in the month prior to the NAEP exam, based on their own self-reporting.
- Worst absenteeism rates (in the month prior to the 2013 NAEP): Arizona, Montana, New Mexico, Oklahoma, Oregon, Wyoming
- Strongest attendance: California, Georgia, Illinois, Indiana, Massachusetts, New Hampshire, Texas, Vermont
Given the latest findings, the Maryland State Department of Education launched a multi-faceted campaign on Sept 2 to combat chronic absenteeism in the state’s public schools.
MDSE is partnering with Attendance Works to declare September as “Attendance Awareness Month.” The department will work with local school systems and leaders to get students in school, keep them there, and move them along the track to college and career.
“Students can’t succeed if they aren’t in class,” said State Superintendent of Schools Lillian Lowery. “With the support of our local systems and the tools available through Attendance Works, we can strengthen student success and boost student graduation rates. Maryland attendance rates have improved, and we have more work to do.”
Hedy Chang, director of Attendance Works, praised Maryland’s action. “Attendance Works applauds the Maryland State Department of Education for its leadership and deep commitment to ensuring schools and communities work together to reduce chronic absence,” she said. “MSDE exemplifies how a state department of education can use its data and its influence to ensure all students are in school so they have the opportunity to learn and succeed.”
Attendance Works includes on its website a variety of tools that can be used to help strengthen attendance.
