Chronic Absenteeism in Public Schools

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Western Governors University *

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Sociology

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Jan 9, 2024

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Chronic Absenteeism in Public Schools Jessica Garcia KEM2 Task 3: Influences on School Setting 1/15/2023

Chronic Absenteeism in Public Schools The growing number of students in public schools that fall under the term Chronic Absentee is vastly growing each year. The U.S. Department of Education has labeled this problem as a “hidden educational crisis” (U.S. Department of Education, 2019). If a student misses 10% or more school days a year, they are considered chronically absent (U.S. Department of Education, 2019) . Despite the best efforts of parents, schools, communities, and legislators, 16% of the student population is considered chronically absent, most likely jeopardizing their educational future (U.S. Department of Education, 2019) . However, this is not a new problem in the United States public school system. In the 1890’s, the Chicago House of Corrections revealed that ¼ of the juvenile population was from truancy. This is proving that the efforts made have not been successful in eliminating, or even decreasing, chronic absenteeism (Jacob & Lovett, 2017) . As a whole, the public education system seems to be struggling to keep kids in school. However, it is not the fault of the schools, or the state education boards. Research shows that there are many key demographic factors that play into a child’s absence record (U.S. Department of Education, 2019) . As noted by the U.S. Department of Education (2019), different races and ethnicities see different levels of truancy across the country. “The disparities are striking. Consider the relative differences: compared to their white peers, American Indian and Pacific Islander students are over 50 percent more likely to lose three weeks of school or more, black students’ 40 percent more likely, and Hispanic students 17 percent more likely” (U.S. Department of Education,

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