New York 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 schools to take daily attendance. Daily attendance does not have a definition, but does require a minimum number of hours for students.

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

      The state disaggregates data by race/ethnicity, gender, disability status, English language proficiency, zip code, school level, socioeconomic status, housing status, foster status, and parent in the armed forces. Data can be cross-tabulated.

    • Does the state have attendance monitoring systems in place?

      The state requires schools to take attendance daily. New York’s system produces reports each Friday and tracks the types of absences.

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

      Data is collected and reported annually. The state is also working to improve its indicators for both attendance and chronic absenteeism.

    • Is chronic absenteeism data publicly available and accessible?

      Data is publicly available and accessible through the state’s report card website, which houses all New York school data.

    • Does the state use early warning indicators?

      No evidence.

  • 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 invested in Technical Assistance Center Community Schools; community schools set-aside Foundation Aid formula/Fair Student Funding (ELL, special education, students with disabilities).

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

      The state created the Every Student Present campaign to educate school communities and families on the importance of regular attendance and how to receive support in overcoming individual barriers to regular school attendance.

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

      In 2014, New York invested $52 million in community schools serving nearly 45 schools. The state now funds 500 schools and has invested roughly $650 million to date. In the 2017-18 school year, New York formally began funding community schools through the Foundation Aid formula.

  • Harmful Practices

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

      The state uses MTSS and has instituted restraint protocols and training.

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

      The state has prohibited the use of corporal punishment and limits the use of timeouts and restraints.

New York 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?