California 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’s policy requires daily attendance to be taken. Requirements for a full day of attendance are as follows: Kindergarten, three hours (180 minutes); grades 1–3, four hours (240 minutes); grades 4–8, five hours (300 minutes); and grades 9–12, six hours (360 minutes).

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

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

    • Does the state have attendance monitoring systems in place?

      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?

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

    • Is chronic absenteeism data publicly available and accessible?

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

    • Does the state use early warning indicators?

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

  • Investments in Strategies to Reduce Chronic Absenteeism

    • Has the state invested 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.

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

      The state’s equity-focused policy to reduce chronic absenteeism relies on data-driven accountability, community schools, and tiered supports. Chronic absenteeism is tracked on the California School Dashboard, with data disaggregated by student subgroups to identify gaps. The $4.1 billion California Community Schools Partnership Program (CCSPP) helps schools deliver wraparound services, family engagement, and mental health supports. MTSS and School Attendance Review Boards (SARBs) provide early interventions and coordinated responses for attendance barriers.

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

      The state made a commitment to invest in 1,000 schools through the community schools strategy, or aspects of community schools.

  • Harmful Practices

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

      The state adopted 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.

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

      The state no longer allows suspension without the use of prior restorative measures. The 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?