Illinois 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?

      Illinois requires attendance to be taken daily, and students in grades 1-12 are expected to attend for at least 5 hours per day to receive credit for the full day.

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

      The state disaggregates data by race/ethnicity, gender, grade, disability, English learner status, homeless status, IEPs, income status, military status, and youth in care. Data can be cross-tabulated.

    • Does the state have attendance monitoring systems in place?

      The state uses Ed360, which provides live, actionable data on student attendance and academic performance. The system is integrated with six other systems tracking student data.

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

      The state collects chronic absenteeism data daily through Ed360; however, the state only publishes the data annually.

    • Is chronic absenteeism data publicly available and accessible?

      The state has a state report card website that houses all student information, with chronic absenteeism data dating back to 2018. Users can interact with the tool and search for trends.

    • Does the state use early warning indicators?

      Illinois uses Ed360 and school-level dashboards to track indicators such as prior-year attendance patterns, frequent tardiness or early dismissals, suspensions or other disciplinary actions, and academic struggles. Illinois names the use of MTSS, but there is no evidence of how the strategy is implemented. Attendances teams at the school, district and state levels are expected to review attendance and chronic absenteeism data frequently.

  • 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 no evidence of financial investments to reduce chronic absenteeism; however, the state names non-punitive approaches, such as family engagement, mentorship programs, counseling services, transportation assistance, and health and wellness supports to address chronic absenteeism.

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

      A chronic absenteeism taskforce was established September 1, 2025. The task force is charged with the responsibility of identifying strategies to support all stakeholders from students and families to educators at all levels. The desired outcome of the task force is to address and prevent chronic absenteeism as well as provide the General Assembly and State Board of Education with solution-based recommendations that are evidence-based. The task force is required to submit a report no later than December 15, 2027.

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

      No evidence.

  • Harmful Practices

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

      The state has implemented training on the use of non-punitive interventions for chronic absenteeism; a bill has been passed to train teachers on trauma-informed practices.

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

      The state has stopped using punitive discipline approaches. Starting in 2018, the state no longer allowed punitive discipline for chronically absent and truant students. In 2024, the state outlawed corporal punishment in all schools, as it was outlawed in only public schools dating back to 1994.

Illinois 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.

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