The number of persistent absentees as a percentage of the total number of local authority maintained secondary school pupil enrolments. A persistent absentee is a pupil who has accumulated the threshold number of half-day sessions of absence over the relevant statistical reporting period - * an annual basis ? 64 or more half-day sessions of absence from school over the statistical reporting period for absence (this is currently the two and a half terms ending at the May half term); and * a two-term basis ? 52 or more half-day sessions of absence from school over the combined autumn and spring terms.

Overall attendance data include students in Districts 1-32 and 75 (Special Education). Students in District 79 (Alternative Schools & Programs), charter schools, home schooling, and home and hospital instruction are excluded. Pre-K data do not include NYC Early Education Centers or District Pre-K Centers; therefore, Pre-K data are limited to those who attend K-12 schools that offer Pre-K. Transfer schools are included in citywide, borough, and district counts but removed from school-level files. Attendance is attributed to the school the student attended at the time. If a student attends multiple schools in a school year, the student will contribute data towards multiple schools. Starting in 2020-21, the NYC DOE transitioned to NYSED's definition of chronic absenteeism. Students are considered chronically absent if they have an attendance of 90 percent or less (i.e. students who are absent 10 percent or more of the total days). In order to be included in chronic absenteeism calculations, students must be enrolled for at least 10 days (regardless of whether present or absent) and must have been present for at least 1 day. The NYSED chronic absenteeism definition is applied to all prior years in the report. School-level chronic absenteeism data reflect chronic absenteeism at a particular school. In order to eliminate double-counting students in chronic absenteeism counts, calculations at the district, borough, and citywide levels include all attendance data that contribute to the given geographic category. For example, if a student was chronically absent at one school but not at another, the student would only be counted once in the citywide calculation. For this reason, chronic absenteeism counts will not align across files. All demographic data are based on a student's most recent record in a given year. Students With Disabilities (SWD) data do not include Pre-K students since Pre-K students are screened for IEPs only at the parents' request. English language learner (ELL) data do not include Pre-K students since the New York State Education Department only begins administering assessments to be identified as an ELL in Kindergarten. Only grades PK-12 are shown, but calculations for "All Grades" also include students missing a grade level, so PK-12 may not add up to "All Grades". Data include students missing a gender, but are not shown due to small cell counts. Data for Asian students include Native Hawaiian or Other Pacific Islanders . Multi-racial and Native American students, as well as students missing ethnicity/race data are included in the "Other" ethnicity category. In order to comply with the Family Educational Rights and Privacy Act (FERPA) regulations on public reporting of education outcomes, rows with five or fewer students are suppressed, and have been replaced with an "s". Using total days of attendance as a proxy , rows with 900 or fewer total days are suppressed. In addition, other rows have been replaced with an "s" when they could reveal, through addition or subtraction, the underlying numbers that have been redacted. Chronic absenteeism values are suppressed, regardless of total days, if the number of students who contribute at least 20 days is five or fewer. Due to the COVID-19 pandemic and resulting shift to remote learning in March 2020, 2019-20 attendance data was only available for September 2019 through March 13, 2020. Interactions data from the spring of 2020 are reported on a separate tab. Interactions were reported by schools during remote learning, from April 6 2020 through June 26 2020 (a total of 57 instructional days, excluding special professional development days of June 4 and June 9). Schools were required to indicate any student from their roster that did not have an interaction on a given day. Schools were able to define interactions in a way that made sense for their students and families. Definitions of an interaction included: • Student submission of an assignment or completion of an

In 2022, white non-Hispanic and Hispanic children were the racial/ethnic groups in the U.S. with the highest shares of chronic school absenteeism due to health reasons, with 6.6 and 6.2 percent, respectively. This statistic depicts the percentage of children in the United States aged 5 to 17 who faced chronic school absenteeism due to health-related issues in the past 12 months in 2022, by race and ethnicity.

In 2022, around 5.8 percent of children in the U.S. experienced chronic school absenteeism in the past 12 months due to health-related problems. This statistic depicts the percentage of children in the United States aged 5 to 17 who faced chronic school absenteeism due to health-related issues in the past 12 months in 2022, by age group.

Overall attendance data include students in Districts 1-32 and 75 (Special Education). Students in District 79 (Alternative Schools & Programs), charter schools, home schooling, and home and hospital instruction are excluded. Pre-K data do not include NYC Early Education Centers or District Pre-K Centers; therefore, Pre-K data are limited to those who attend K-12 schools that offer Pre-K. Transfer schools are included in citywide, borough, and district counts but removed from school-level files. Attendance is attributed to the school the student attended at the time. If a student attends multiple schools in a school year, the student will contribute data towards multiple schools. Starting in 2020-21, the NYC DOE transitioned to NYSED's definition of chronic absenteeism. Students are considered chronically absent if they have an attendance of 90 percent or less (i.e. students who are absent 10 percent or more of the total days). In order to be included in chronic absenteeism calculations, students must be enrolled for at least 10 days (regardless of whether present or absent) and must have been present for at least 1 day. The NYSED chronic absenteeism definition is applied to all prior years in the report. School-level chronic absenteeism data reflect chronic absenteeism at a particular school. In order to eliminate double-counting students in chronic absenteeism counts, calculations at the district, borough, and citywide levels include all attendance data that contribute to the given geographic category. For example, if a student was chronically absent at one school but not at another, the student would only be counted once in the citywide calculation. For this reason, chronic absenteeism counts will not align across files. All demographic data are based on a student's most recent record in a given year. Students With Disabilities (SWD) data do not include Pre-K students since Pre-K students are screened for IEPs only at the parents' request. English language learner (ELL) data do not include Pre-K students since the New York State Education Department only begins administering assessments to be identified as an ELL in Kindergarten. Only grades PK-12 are shown, but calculations for "All Grades" also include students missing a grade level, so PK-12 may not add up to "All Grades". Data include students missing a gender, but are not shown due to small cell counts. Data for Asian students include Native Hawaiian or Other Pacific Islanders . Multi-racial and Native American students, as well as students missing ethnicity/race data are included in the "Other" ethnicity category. In order to comply with the Family Educational Rights and Privacy Act (FERPA) regulations on public reporting of education outcomes, rows with five or fewer students are suppressed, and have been replaced with an "s". Using total days of attendance as a proxy , rows with 900 or fewer total days are suppressed. In addition, other rows have been replaced with an "s" when they could reveal, through addition or subtraction, the underlying numbers that have been redacted. Chronic absenteeism values are suppressed, regardless of total days, if the number of students who contribute at least 20 days is five or fewer. Due to the COVID-19 pandemic and resulting shift to remote learning in March 2020, 2019-20 attendance data was only available for September 2019 through March 13, 2020. Interactions data from the spring of 2020 are reported on a separate tab. Interactions were reported by schools during remote learning, from April 6 2020 through June 26 2020 (a total of 57 instructional days, excluding special professional development days of June 4 and June 9). Schools were required to indicate any student from their roster that did not have an interaction on a given day. Schools were able to define interactions in a way that made sense for their students and families. Definitions of an interaction included: • Student submission of an assignment or completion of an assessment, in whichever manner the school is collecting • Student participation in an online forum, chat log, or discussion thread • Student/family phone call, email or response to teacher email • Phone, email, and/or other digital communication with a family member which confirms student interaction/engagement • Other evidence of participation as determined by the principal. Interactions data are attributed to students' school of record on a given day. A student participating in a Shared Instruction (SHIN) model may have recorded interactions at multiple schools on a given day, but only one record is counted for the interaction rate, attributed to students' school of record for that day. Due to the shift to hybrid learning, attendance data for the 2020-21 school year include both in-person and remote instruction. Total days, days absent, and days present fields include both in-person and remote attendance. More information on attendance policies can be found here: https://www.schools.nyc.gov/school-life/rules-for-students/attendance

Chronic absenteeism is calculated using a three-step process. First, a student's end-of-year membership is determined by dividing the student’s total days present, absent, and unscheduled by the total days in session for a given school. If the student's average daily membership is 50 percent or greater in a given school year, the student is included in the school’s chronic absenteeism calculation. Next, a student is determined to be chronically absent if the rate of their days absent divided by their total days in membership is greater than or equal to 10 percent. Lastly, to determine the school chronic absenteeism rate, the number of students that are absent 10 percent or more is divided by the total number of students with membership greater than or equal to 50 percent of a school’s end-of-year membership.

Chronic absenteeism is calculated using a three-step process. First, a student's end-of-year membership is determined by dividing the student’s total days present, absent, and unscheduled by the total days in session for a given school. If the student's average daily membership is 50 percent or greater in a given school year, the student is included in the school’s chronic absenteeism calculation. Next, a student is determined to be chronically absent if the rate of their days absent divided by their total days in membership is greater than or equal to 10 percent. Lastly, to determine the school chronic absenteeism rate, the number of students that are absent 10 percent or more is divided by the total number of students with membership greater than or equal to 50 percent of a school’s end-of-year membership.

Chronic Absenteeism reports the percentage of chronically absent students during a school year, per subgroup.

Overall attendance data include students in Districts 1-32 and 75 (Special Education). Students in District 79 (Alternative Schools & Programs), charter schools, home schooling, and home and hospital instruction are excluded. Pre-K data do not include NYC Early Education Centers or District Pre-K Centers; therefore, Pre-K data are limited to those who attend K-12 schools that offer Pre-K. Transfer schools are included in citywide, borough, and district counts but removed from school-level files. Attendance is attributed to the school the student attended at the time. If a student attends multiple schools in a school year, the student will contribute data towards multiple schools. Starting in 2020-21, the NYC DOE transitioned to NYSED's definition of chronic absenteeism. Students are considered chronically absent if they have an attendance of 90 percent or less (i.e. students who are absent 10 percent or more of the total days). In order to be included in chronic absenteeism calculations, students must be enrolled for at least 10 days (regardless of whether present or absent) and must have been present for at least 1 day. The NYSED chronic absenteeism definition is applied to all prior years in the report. School-level chronic absenteeism data reflect chronic absenteeism at a particular school. In order to eliminate double-counting students in chronic absenteeism counts, calculations at the district, borough, and citywide levels include all attendance data that contribute to the given geographic category. For example, if a student was chronically absent at one school but not at another, the student would only be counted once in the citywide calculation. For this reason, chronic absenteeism counts will not align across files. All demographic data are based on a student's most recent record in a given year. Students With Disabilities (SWD) data do not include Pre-K students since Pre-K students are screened for IEPs only at the parents' request. English language learner (ELL) data do not include Pre-K students since the New York State Education Department only begins administering assessments to be identified as an ELL in Kindergarten. Only grades PK-12 are shown, but calculations for "All Grades" also include students missing a grade level, so PK-12 may not add up to "All Grades". Data include students missing a gender, but are not shown due to small cell counts. Data for Asian students include Native Hawaiian or Other Pacific Islanders . Multi-racial and Native American students, as well as students missing ethnicity/race data are included in the "Other" ethnicity category. In order to comply with the Family Educational Rights and Privacy Act (FERPA) regulations on public reporting of education outcomes, rows with five or fewer students are suppressed, and have been replaced with an "s". Using total days of attendance as a proxy , rows with 900 or fewer total days are suppressed. In addition, other rows have been replaced with an "s" when they could reveal, through addition or subtraction, the underlying numbers that have been redacted. Chronic absenteeism values are suppressed, regardless of total days, if the number of students who contribute at least 20 days is five or fewer. Due to the COVID-19 pandemic and resulting shift to remote learning in March 2020, 2019-20 attendance data was only available for September 2019 through March 13, 2020. Interactions data from the spring of 2020 are reported on a separate tab. Interactions were reported by schools during remote learning, from April 6 2020 through June 26 2020 (a total of 57 instructional days, excluding special professional development days of June 4 and June 9). Schools were required to indicate any student from their roster that did not have an interaction on a given day. Schools were able to define interactions in a way that made sense for their students and families. Definitions of an interaction included: • Student submission of an assignment or completion of an assessment, in whichever manner the school is collecting • Student participation in an online forum, chat log, or discussion thread • Student/family phone call, email or response to teacher email • Phone, email, and/or other digital communication with a family member which confirms student interaction/engagement • Other evidence of participation as determined by the principal. Interactions data are attributed to students' school of record on a given day. A student participating in a Shared Instruction (SHIN) model may have recorded interactions at multiple schools on a given day, but only one record is counted for the interaction rate, attributed to students' school of record for that day. Due to the shift to hybrid learning, attendance data for the 2020-21 school year include both in-person and remote instruction. Total days, days absent, and days present fields include both in-person and remote attendance. More information on attendance policies can be found here: https://www.schools.nyc.gov/school-life/rules-for-students/attendance

This contains the data and stata code to replicate the results in William N. Evans, Kathryn Muchnick, Olivia Rosenlund. 2024. Virtual learning in kindergarten through grade 12 during the COVID-19 pandemic and chronic absenteeism. JAMA Netw Open. 7(8):e2429569. doi:10.1001/jamanetworkopen.2024.29569Chronic absenteeism among K-12 students has increased considerably after the COVID-19 pandemic. We examine the relationship between virtual learning during the 2020/21 school year (SY) and chronic absenteeism during the 2021/22 SY at the school district level. We construct a panel at the school districts level for the 2018/19 and 2021/22 SYs. Chronic absenteeism rates are regressed on the percentage of school days in a learning mode in the previous SY, demographic and socioeconomic controls, plus district and year fixed effects. Observations are weighted by district enrollment and standard errors are clustered at the district level. The key covariates in our analysis are the percentage of hybrid and virtual school days in the previous school year. We assume that these values in the 2018/19 SY were zero. Our data set has 11,017 school districts for 2 years and 22,034 observations. Chronic absenteeism rates increased from 15.9% in 2018/19 SY to 29.4% in the 2021/22 SY. Students whose schools had 100% virtual instruction during the COVID-19 pandemic had chronic absenteeism rates that were 6.9 percentage points higher (95% confidence interval [CI] of 4.8 to 8.9). The coefficient on hybrid instruction is statistically insignificant. The correlation between virtual learning and chronic absenteeism varies by socioeconomic status with the conditional correlation much larger for at-risk students. Chronic absenteeism rates were 10.6 percentage points higher (95% CI of 7.2 to 14.1) among students with 100% of days in virtual learning from districts in the top quintile of poverty rates. In this cross-section study, chronic absenteeism rates were substantially higher in school districts that used virtual learning during the COVID-19 pandemic. Understanding how to reduce chronic absenteeism and use the virtual learning without potentially negative consequences are key policy questions moving forward.

In 2022, children in the U.S. with family incomes of less than 100 percent of the federal poverty level (FPL) and those with family incomes of 100 percent to less than 200 percent FPL experienced more chronic school absenteeism due to health reasons in the past 12 months than those with family incomes of 200 percent FPL or more. This statistic depicts the percentage of children in the United States aged 5 to 17 who faced chronic school absenteeism due to health-related issues in the past 12 months in 2022, by family income.

This dataset includes indicators that reflect attendance data for students in Massachusetts public schools since 2018. Because the information collected has changed over time, not all indicators are available across all years.

Attendance indicators are calculated for students enrolled in grades PK-12 with at least 20 days in membership. For more information, please view the Profiles Help - About the Data page.

Massachusetts defines chronically absent as missing at least 10 percent of days enrolled (for instance, 18 days absent if enrolled for a typical school year of 180 days), regardless of the reason for the absence. Being chronically absent can have a significant impact on a student's academic progress and their ability to access the variety of academic and non-academic supports that schools provide.

Chronic absenteeism grew during the COVID-19 pandemic and, as of the 2022-23 school year, had not returned to pre-pandemic rates. For more information about chronic absence, visit the Chronic Absence and Student Attendance page.

Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the DESE Researcher's Guide for more information.

This dataset contains the same data that is also published on our DESE Profiles site: Student Attendance Report

Chronic absenteeism is calculated using a three-step process. First, a student's end-of-year membership is determined by dividing the student’s total days present, absent, and unscheduled by the total days in session for a given school. If the student's average daily membership is 50 percent or greater in a given school year, the student is included in the school’s chronic absenteeism calculation. Next, a student is determined to be chronically absent if the rate of their days absent divided by their total days in membership is greater than or equal to 10 percent. Lastly, to determine the school chronic absenteeism rate, the number of students that are absent 10 percent or more is divided by the total number of students with membership greater than or equal to 50 percent of a school’s end-of-year membership.

Chronic Absenteeism reports the percentage of chronically absent students during a school year, per gender. Domain