Connecticut 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. Students can be marked present if they are in school for at least half of the day.

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

      The state disaggregates data by grade level, gender, race/ethnicity, gender, free and reduced lunch, homeless status, English learner status, and disability status. The state provides cross-tabulated data; however, the data cannot be interacted with.

    • Does the state have attendance monitoring systems in place?

      The state has an attendance dashboard that tracks and disaggregates data. The tool allows users to see data from 2018 to the present day.

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

      The Connecticut Department of Education collects attendance data daily and reviews data monthly to ensure time for interventions.

    • Is chronic absenteeism data publicly available and accessible?

      The state’s attendance dashboard is publicly available and accessible.

    • Does the state use early warning indicators?

      The state requires each school to conduct an attendance data review meeting every 10 days to discuss data and trends to determine which students should receive tier two and tier three support.

  • 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 committed to investing $24.7 million in the Learner Engagement and Attendance Program (LEAP). LEAP conducts family engagement, home visits, and supports students and their families in addressing barriers that may prevent them from attending school.

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

      LEAP began in 2021 as a statewide strategy to reduce chronic absenteeism through home visits and student outreach. It has received sustained investment including, $10.7 million at launch, $7 million in 2023, and $9 million in 2025 to expand its reach to 25 districts. With ongoing support and evaluation built into the program, LEAP remains a core component of the state’s long-term plan to improve student attendance and engagement.

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

      The state’s investment in LEAP began in 2021 and has contributed $24.7 million through 2026. The state has also committed $7 million to the LEAP program and requires at least 10 boards of education to receive grants in any fiscal year, starting on FY 27.

  • Harmful Practices

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

      The state uses trauma-informed practices, capacity building around MTSS, school climate specialists to integrate model improvement plans, reporting on bullying incidents, and age restrictions for student arrests.

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

      The state eliminated out-of-school suspension for students in preschool through second grade. Out-of-school suspensions are now limited to cases where the student’s behavior causes serious physical harm. Out-of-school suspensions are capped at two school days.

Connecticut 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?