Alabama 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 mandates that attendance must be recorded and checked daily. Students who attend school for 51% of the day are marked present for the full day.

    • Does the state disaggregate chronic absenteeism and attendance data?

      The state disaggregates data by race/ethnicity, English language proficiency, disability status, economic disadvantage, homeless status, foster care status, and military-connected students. Data can be cross-tabulated on the website by users.

    • Does the state have attendance monitoring systems in place?

      The state uses PowerSchool and Schoology to track attendance patterns.

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

      The state collects chronic absenteeism data annually and publishes it on the state report card website.

    • Is chronic absenteeism data publicly available and accessible?

      The state’s chronic absenteeism data is publicly available and accessible on the state report card website. The data is interactive and can be cross-tabulated by users.

    • Does the state use early warning indicators?

      The state uses PowerSchool and Schoology for data tracking. The systems are designed to alert staff and other key professionals to students at risk of becoming chronically absent. All districts in the state are required to practice MTSS to support students in getting their attendance on track.

  • Investments in Strategies to Reduce Chronic Absenteeism

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

      The state invested $3.3 million (2024) in 20 counties for family engagement and MTSS interventions. Alabama joined the 50% Challenge.

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

      The state approved the Renewing Alabama’s Investment in Student Excellence (RAISE Act 2025) and uses formula-based funding.

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

      The state began a $375 million three-year investment plan through the RAISE Act.

  • Harmful Practices

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

      The state is reviewing disproportionality in discipline through data. The state is also exploring alternative discipline policies.

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

      The state has eliminated seclusion, physical restraint, chemical restraint, and mechanical restraint.

Alabama 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?