Washington D.C. 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?

      D.C. requires schools to take daily attendance. Students must be present for 60% of the school day to be marked present.

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

      Chronic absenteeism data in D.C. is disaggregated by race, ethnicity, grade, economic disadvantage, English learner status, and disability status. Data can be cross-tabulated by users.

    • Does the state have attendance monitoring systems in place?

      D.C. uses the Osse Attendance Tracking System (OATS) and Quick Base for tracking and alerts.

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

      Attendance data reports are compiled and made publicly available three times per year via OSSE.

    • Is chronic absenteeism data publicly available and accessible?

      Data is publicly available and accessible on the OSSE report card website. Data is interactive and can be cross-tabulated.

    • Does the state use early warning indicators?

      D.C. uses OATS and Quick Base for tracking and alerts. The tools alert stakeholders of at-risk students and display which tier of support services a student is currently receiving. Parents receive alerts as well.

  • Investments in Strategies to Reduce Chronic Absenteeism

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

      D.C. developed a “Every Day Counts Taskforce” to analyze data and implement best practices to reduce chronic absenteeism. Prioritized investments include: high-impact tutoring ($3 million), and out-of-school programming ($27 million).

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

      The Chronic Absenteeism and Truancy Reduction Amendment Act (Bill 25-754) proposes the creation of a new funding category within the Uniform Per Student Funding Formula to allocate additional resources to schools with high absenteeism rates. In addition, it expands the Safe Passage Safe Blocks program to improve student safety during commutes. The UPLIFT Amendment Act (Bill 25-791), introduced by Mayor Muriel Bowser, focuses on enhancing interagency interventions and referrals — ensuring that families receive necessary support services to address attendance barriers.

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

      D.C. has a 4-year financial plan to sustain investments to reduce chronic absenteeism through strategies like EveryDayLabs and recurring investments in programming such as Out-of-school time, a weighted formula for at-risk students, which are both evidence-based and cost-efficient. Lastly, a continued investment of $375,000 in the attendance intervention program, providing engagement strategies to students and families, along with support for school leaders.

  • Harmful Practices

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

      D.C. ensures that students who are suspended for 10 or more days receive additional educational services. Additionally, D.C. policy mandates data reporting, transparency, and the use of restorative practices.

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

      Prohibited suspensions for minor offenses and limited exclusionary discipline practices.

Washington D.C. 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.

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