Arkansas 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 daily attendance to be taken. The state considers a student to be present for the full day if they attend more than 3.5 hours of the school day, students receive a half day if they attend for at least three hours, and students are considered absent if they attend less than three hours of the school day.

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

      The state disaggregates data by race/ethnicity, economic status (e.g., free/reduced lunch eligibility), English learner status, students with disabilities, foster care and housing status, gender, and grade level. Data is provided in a PDF report with categories and subgroups cross-tabulated.

    • Does the state have attendance monitoring systems in place?

      The state uses eSchoolPlus to track daily attendance.

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

      The state publishes chronic absenteeism data annually; however, eSchoolPlus allows the state to track as often as needed through daily attendance data entry.

    • Is chronic absenteeism data publicly available and accessible?

      ESchoolPlus is publicly available and accessible; however, the tool is grouped with other school climate data, making it difficult to conduct a detailed analysis.

    • Does the state use early warning indicators?

      The state does not have a state policy commitment for early warning indicators (EWIs); however, some school districts have implemented their own EWIs using tools like OnTrack, Panorama, or locally developed dashboards to identify at-risk students.

  • Investments in Strategies to Reduce Chronic Absenteeism

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

      The state invests in family and community engagement and professional development (providing toolkits, training, and resources). The state is committed to the 50% Challenge.

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

      The state has not developed any specific state polices to reduce chronic absenteeism; however, Arkansas has forged partnerships with Attendance Works and the Arkansas Campaign for Grade-Level Reading to assist with implementing state-wide strategies to reduce chronic absenteeism.

    • 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 reports discipline data annually — including infractions and consequences. Arkansas is currently researching disproportionality in discipline practices regarding students of color.

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

      No evidence.

Alaska 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?