California Policies

Chronic Absenteeism Scan Framework
This scan examines how states are addressing chronic absenteeism through evidence-based practices and policy approaches. It highlights both promising models and areas of opportunity for states as challenges persist across the country.

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 keepers of state data systems, state education agencies 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 Engagement Strategies to Reduce Chronic Absenteeism
To improve chronic absenteeism rates, states 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. State education agencies, 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 statelevel goals, and monitored for effectiveness.

Eliminating Harmful Practices and Adopting Evidence-based Guidance and Policies
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 learning.

LEGEND:
  • Most supportive
  • Partially supportive
  • Least supportive

  • Data & Accountability

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

      California policy mandates that attendance must be taken daily. Requirements for a full day are as follows:
      Kindergarten: three hours (180 minutes)
      Grades 1–3: four hours (240 minutes)
      Grades 4–8: five hours (300 minutes)
      Grades 9–12: six hours (360 minutes)

    • Disaggregated data on chronic absenteeism and attendance

      The California Department of Education (CDE) provides detailed reports on chronic absenteeism and breaks down the data by categories such as race/ethnicity, gender, student group, and grade level. Data can be cross-tabulated.

    • Attendance monitoring systems in place: data tracking tool, types of absences contributing to chronic absenteeism

      The California Department of Education (CDE) provides tools such as the California Data Analysis and Reporting Tool (CalDART) and the California School Dashboard. Data can be cross-tabulated on the data quest website.

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

      California collects and publishes chronic absenteeism data annually at the end of the school year.

    • Publicly available and accessible chronic absenteeism data

      Information is available and accessible; however, the data is not presented in an easy to understand format.

    • Early warning indicators in state policy

      California uses a statewide attendance dashboard along with two data tracking tools to monitor attendance patterns and notify schools and parents if students are at risk.

  • Investments in Strategy to Improve Chronic Absenteeism

    • Investments in strategies to increase engagement and lower rates of chronic absenteeism

      California has invested and implemented five strategies: local control funding formulas, school attendance review boards, community schools ($4.1 million), mental health and support services, and data-driven strategies.

    • The state has a clear policy agenda that prioritizes the reduction of chronic absenteeism  

      California has a clear, equity-focused policy agenda to reduce chronic absenteeism centered around three core strategies: data-driven accountability, community schools, and tiered supports. Chronic absenteeism is a key indicator on the California School Dashboard with data disaggregated by student subgroups to identify disparities. Through the $4.1 billion California Community Schools Partnership Program (CCSPP), the state supports schools in offering wraparound services, family engagement, and mental health supports. Additionally, the use of MTSS and School Attendance Review Boards (SARBs) provides early interventions and coordinated responses to address attendance barriers.

    • Financial sustainability

      California made a commitment to invest in 1,000 schools via the community schools strategy, or aspects of community schools.

  • Harmful Practices

    • Adoption of evidence-based discipline guidance and policies 

      Alternative discipline using restorative practices. Local control accountability boards are required to review school climate data and ensure discipline has been implemented in an equitable manner.

    • Elimination of harmful practices that research proves contribute to chronic absenteeism

      Suspension without use of prior restorative measures no longer allowed; Suspension of K-12 students is no longer allowed except in defined circumstances.

California 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?