Maryland Policies

State Policy Evaluation Framework

We used 11 criteria to assess state policies across three categories:

Data and Accountability

For states to make progress toward addressing chronic absenteeism, all stakeholders must have access to useful, accurate, and timely attendance data. As stewards of state data systems, state education agencies (SEAs) are best positioned to establish common definitions and collect and share this data, which should be publicly available and easily accessible so stakeholders can make targeted, strategic workforce decisions at the school, district, and state level.

Investments in Strategies to Reduce Chronic Absenteeism

To improve chronic absenteeism rates, state leaders must prioritize sustained investments and implement evidence-based strategies that address the root causes especially for students of color, students from low-income backgrounds, and students with disabilities. SEAs, in partnership with districts and communities, are uniquely positioned to allocate resources toward high-impact interventions such as wraparound services, policy agenda, improved transportation, and family engagement. These investments should be driven by data and equity, aligned with state-level goals, and monitored for effectiveness.

Eliminating Harmful Practices and Adopting Evidence-based Policies and Practices

To improve school climate, schools should eliminate discipline practices such as suspensions for disrespect, minor disruptions, dress-code violations, and other non-violent behaviors that harm the relationship between students and school. Success means removing these policies and replacing them with supportive, restorative approaches that keep students connected to leaning and contribute to their social-emotional development.

LEGEND:
  • Most supportive
  • Partially supportive
  • Least supportive

  • Data and Accountability

    • Does the state require taking daily attendance, and does it set a definition of daily attendance?

      The state requires districts to develop a student attendance policy that includes taking daily attendance. Students are considered present for the full day if they attend more than 50% of the school day, students are considered present for a half day if they are present for 10% to 50% of the school day, and students are considered absent if they are present for less than 10% of the school day.

    • Does the state disaggregate and cross-tabulate chronic absenteeism and attendance data?

      The state disaggregates data by race/ethnicity, gender, economic status, special education status, IEPs, homelessness status, military status, school level, English learner status, and Title I designation. Data can be cross-tabulated.

    • Does the state have attendance monitoring systems in place?

      The state requires districts to develop and implement procedures to record daily attendance. The data is monitored to provide strategies for early intervention and chronic absenteeism.

    • How often does the state collect chronic absenteeism data from school districts?

      The state collects attendance data from school districts three times per year.

    • Is chronic absenteeism data publicly available and accessible?

      The state produces both an annual attendance report and a state report card, which provides state, district, and school attendance data. Information is presented in an accessible, non-technical manner.

    • Does the state use early warning indicators?

      The state has an early warning indicator process for ninth grade students; there is no evidence of early warning indicators for other grades.

  • Investments in Strategies to Reduce Chronic Absenteeism

    • Has the state invested in strategies to increase engagement and lower rates of chronic absenteeism?

      The state has invested in staffing school counselors, wraparound services, extended learning time, alternative discipline, and family engagement. Maryland also invested $692 million in the Concentration of Poverty Grant, which has allocated $57 million to reduce chronic absenteeism for English learners.

    • Does the state have a clear policy agenda that prioritizes the reduction of chronic absenteeism?

      The state’s blueprint outlines community schools as a key strategy to reduce chronic absenteeism. The state policy provides additional allocations and supports to English learners, students with disabilities, and students receiving free and reduced meals. Additionally, the policy supports literacy and early childhood education.

    • Are the state's investments to reduce chronic absenteeism financially sustainable?

      The state continuously invests in community schools through the Concentration of Poverty Grant. In fiscal year 2025, schools with 55% or more low-income students received approximately $369 million in state funding (2032).

  • Harmful Practices

    • Has the state adopted evidence-based discipline guidance and policies?

      The state utilizes restorative practices, professional development for educators, and family engagement.

    • Has the state eliminated harmful discipline practices that contribute to chronic absenteeism?

      The state has eliminated suspensions for students K-2 and established guidelines for corporal punishment and student arrests.

Maryland Chronic Absenteeism Numbers

Understanding state policy conditions to address chronic absenteeism is one part of the story. It’s also important to review actual – timely – data on chronic absenteeism to understand attendance patterns, engage in early intervention and prevention, identify trends, allocate resources where they are needed most, and implement targeted interventions in a way that addresses root causes and meets the needs of students and their families. Timely and transparent data can also help advocates understand where to ask educators in their communities to focus efforts.

The data below presents information about chronic absenteeism rates in 2022-23, and projects how those rates would need to change to reduce chronic absenteeism by 50% over five years — overall and for individual student groups, because averages hide important details about how specific groups of students are faring. And since we can’t accept different standards for different groups, the goal displayed is for each student group to achieve the same chronic absenteeism rate as other groups.

Do you want to see the data for another state?