Tennessee 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 are considered present if they spend at least half of the day in school.

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

      The state disaggregates data by race/ethnicity, gender, grade level, economic disadvantage, English learner status, students with disabilities, foster care status, homeless status, military-connected students, school and district, and charter/traditional public schools. Data is available through an Excel file and can be cross-tabulated by the user.

    • Does the state have attendance monitoring systems in place?

      The state has a tracking and monitoring system in place that provides updates and alerts.

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

      The state collects and reviews chronic absenteeism annually.

    • Is chronic absenteeism data publicly available and accessible?

      The state’s chronic absenteeism data is accessible and publicly available. Reports provide chronic absenteeism data on the state, district, and school levels.

    • Does the state use early warning indicators?

      The state emphasizes the importance of early identification and prevention through the use of a tiered intervention system to reduce chronic absenteeism.

  • Investments in Strategies to Reduce Chronic Absenteeism

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

      No evidence.

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

      No evidence.

    • 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’s Department of Education developed resources related to trauma-informed discipline policies. A school discipline reform bill was proposed (Keeping Kids in School Act), but it did not pass.

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

      The state has attempted to eliminate infractions for minor disciplinary issues and train teachers in evidence-based skills on positive behavioral interventions and supports; however, the policies did not passed.

Tennessee 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?