Summer term local authority, regional and national attendance between 01 April and 19 July 2024, including reasons for absence. Figures are provided for state-funded primary, secondary and special schools broken down by SEN. Totals for all schools are also included that include estimates for non-response.

Reasons for pupil attendance and absence - Explore Education Statistics data set Reasons for absence and attendance from Pupil attendance in schools

The School Attendance Boundaries Survey (SABS) was an experimental survey conducted by the U.S. Department of Education’s (ED) National Center for Education Statistics (NCES) with assistance from the U.S. Census Bureau to collect school attendance boundaries for regular schools in the 50 states and the District of Columbia. Attendance boundaries, sometimes known as school catchment areas, define the geographic extent served by a local school for the purpose of student assignments. School district administrators create attendance areas to help organize and plan district-wide services, and districts may adjust individual school boundaries to help balance the physical capacity of local schools with changes in the local school-age population. The SABS collection includes boundaries for more than 70,000 schools in over 12,000 school districts throughout the U.S.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

An attendance area school is one to which elementary, middle and high-school students are assigned based on where they live, as long as the school offers the services the student needs.

Summer term local authority, regional and national attendance between 22 April and 18 July 2025, including reasons for absence. Figures are provided for state-funded primary, secondary and special schools broken down by FSM eligibility.

School Attendance Management Software Market Outlook

The global School Attendance Management Software market size was valued at approximately USD 1.3 billion in 2023, and it is projected to reach USD 3.2 billion by 2032, growing at a compound annual growth rate (CAGR) of 10.5% during the forecast period. The primary growth factors driving this market include the increasing adoption of digital solutions in educational institutions, the need for efficient attendance tracking systems, and the rising demand for real-time monitoring and data analytics in schools.

The demand for school attendance management software is significantly driven by the increasing need for automation in schools. Educational institutions are progressively shifting from traditional methods of attendance tracking, such as paper-based registers, to digitized systems. This transition is largely due to the benefits of improved efficiency, accuracy, and time savings that automated attendance management systems offer. Furthermore, these systems enable real-time attendance tracking, which is crucial for maintaining accurate records and ensuring student safety.

Another critical factor contributing to the market growth is the growing emphasis on reducing absenteeism and improving student performance. Attendance management software provides detailed insights into attendance patterns, which can help educators identify students with frequent absences and address the underlying issues. Moreover, integrating these software solutions with other educational management systems can facilitate better communication between teachers, parents, and administrators, thereby fostering a more collaborative and supportive educational environment.

The increasing availability of internet connectivity and the proliferation of mobile devices have also played a significant role in the market's expansion. With the rise of cloud-based solutions, schools can now access powerful attendance management systems without the need for substantial upfront investments in hardware or software infrastructure. This has made it easier for educational institutions of all sizes to implement and benefit from these advanced systems. Additionally, mobile apps and web-based platforms have made it more convenient for teachers and students to interact with the attendance management system from anywhere, further enhancing its adoption.

The implementation of an Attendance Tracking System is becoming increasingly essential in educational institutions worldwide. This system not only streamlines the process of monitoring student attendance but also provides educators with valuable data that can be used to enhance teaching strategies and improve student engagement. By automating attendance tracking, schools can reduce the administrative burden on teachers, allowing them to focus more on instructional activities. Furthermore, an Attendance Tracking System can be integrated with other school management software, providing a comprehensive view of student performance and facilitating data-driven decision-making. This integration is particularly beneficial in identifying patterns of absenteeism and addressing them proactively, thereby supporting overall student success.

Regionally, North America holds a significant share of the school attendance management software market, driven by the widespread adoption of technology in education and supportive government policies. Asia Pacific is expected to witness the fastest growth during the forecast period, owing to the increasing number of schools and the rising focus on improving the quality of education in countries like China and India. Europe, Latin America, and the Middle East & Africa also present substantial growth opportunities due to the ongoing digital transformation in the education sector and the increasing awareness of the benefits of attendance management systems.

Component Analysis

The school attendance management software market is segmented into two main components: software and services. The software component encompasses the actual attendance management systems used by educational institutions, while the services component includes implementation, training, maintenance, and support services.

Within the software segment, the demand for advanced functionalities such as biometric integration, RFID, and mobile applications is on the rise. Schools are increasingly looking for comprehensive solutions that not only track atten

Under Section 22 of the Education Act 1990, parents have a legal duty to ensure their school-aged children attend school. Where absenteeism is persistent and an attendance improvement plan has been unsuccessful, and the parents have not meaningfully engaged with the plan, the matter is referred for consideration of legal action.

Data Notes:

• Each school has a discipline policy which sets out clear expectations for regular student attendance and consequences of truancy.

• Where an attendance improvement plan has been unsuccessful in resolving the matter, and the parents have not meaningfully engaged with the plan, the matter is referred for consideration of legal action.

• Proceedings are typically withdrawn when attendance has improved sufficiently to justify withdrawal, or because it appeared likely that a defence could be established (e.g. illness or disobedience).

• Matters not commenced occurred for a range of reasons including not being able to serve court papers, living arrangements for child changing, Family and Community Services removing children, improvement in attendance, and the student moving out of the jurisdiction.

• These figures were prepared from administrative systems that were developed to internally track the progress of cases rather than to report externally. There are no statistical quality assurance measures applied to these figures, and there may be anomalies or errors due to the significant number of users who access the system. The data is correct to the best of the department’s knowledge and understanding.

• Refer to the individual publications for further information and policy context.

Data Source:

• Legal Services Directorate. NSW Department of Education.

Context: The University Attendance Sheet Dataset is a comprehensive collection of attendance records from various university courses. This dataset is valuable for analyzing student attendance patterns, studying the impact of attendance on academic performance, and exploring factors influencing student engagement. It provides a rich resource for researchers, educators, and students interested in understanding attendance dynamics within a university setting.

Content: The dataset includes the following information:

Student ID: A unique identifier for each student. Course ID: A unique identifier for each course. Date: The date of the attendance record. Attendance Status: Indicates whether the student was present, absent, or had an excused absence on a particular date. The dataset contains records from multiple academic semesters, covering a wide range of courses across different disciplines. By examining this dataset, researchers can investigate attendance trends across different courses, identify patterns related to student performance, and explore correlations between attendance and other academic variables.

Acknowledgements: We would like to express our gratitude to the university administration, faculty members, and students who contributed to the collection and organization of this dataset. Their cooperation and support have made this dataset possible, enabling valuable insights into student attendance dynamics.

Inspiration: The inspiration behind creating this dataset stems from the recognition of the significant role attendance plays in a student's academic journey. By making this dataset available on Kaggle, we hope to facilitate research and analysis on attendance patterns, identify interventions to improve student engagement, and provide educators with valuable insights to enhance their teaching strategies. We also encourage collaboration and exploration of the dataset to uncover new findings and generate knowledge that can benefit the education community as a whole.

By leveraging the University Attendance Sheet Dataset, we aspire to contribute to the ongoing efforts to improve student success and foster an environment that promotes active participation and learning within higher education institutions.

An attendance area school is one to which elementary, middle and high-school students are assigned based on where they live, as long as the school offers the services the student needs.

This dataset is maintained by Seattle Public Schools.

Full 2024/25 academic year local authority, regional and national attendance since 09 September 2024, including reasons for absence. Figures are provided for primary, secondary and special schools broken down by sex.

These are lists of children appearing before the magistrates at Children's Courts. The entries give name and age of child; date and place of court action; sentence (committal to training school) or condition of release (probation).

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Note:
This description is extracted from Concise Guide to the State Archives of New South Wales, 3rd Edition 2000.

Absence: The tables provide information on pupil residency-based pupil absence broken down by gender. Attainment:The tables provide information on pupil residency-based small area pupil attainment (Early Years Foundation Stage Profile and Key Stages 1, 2, 4 and 5) broken down by gender, free school meal eligibility (Key Stages 2 and 4 only) and ethnicity (Key Stages 2 and 4 only).

Source agency: Education

Designation: National Statistics

Language: English

Alternative title: Small Area Pupil Absence and Attainment by Pupil Characteristics in England

Student Attendance Facial Display Market Outlook

According to our latest research, the Global Student Attendance Facial Display market size was valued at $1.2 billion in 2024 and is projected to reach $4.7 billion by 2033, expanding at a robust CAGR of 16.5% during 2024–2033. The primary growth driver for the student attendance facial display market globally is the rapid adoption of advanced facial recognition technologies in educational and corporate environments, aiming to improve security, streamline administrative processes, and ensure accurate attendance tracking. As educational institutions and enterprises increasingly prioritize digital transformation, the integration of AI-based analytics and cloud-based solutions into attendance management systems is reshaping operational efficiency and compliance standards worldwide.

Regional Outlook

North America currently dominates the student attendance facial display market, accounting for the largest share of global revenue in 2024. The region’s mature technological landscape, early adoption of artificial intelligence and biometric authentication, and strong policy frameworks supporting digital transformation in education have all contributed to this leadership position. In particular, the United States is at the forefront, with widespread implementation of facial recognition systems across K-12 schools, universities, and corporate training centers. The presence of leading technology vendors, significant R&D investments, and a high level of digital literacy among end-users further bolster North America’s market share. Regulatory support and funding for campus security initiatives have also accelerated the deployment of facial display solutions, driving consistent growth in both public and private educational sectors.

Asia Pacific is emerging as the fastest-growing region in the student attendance facial display market, projected to register a remarkable CAGR exceeding 19% from 2024 to 2033. This rapid expansion is fueled by the region’s large student population, increasing government investments in smart education infrastructure, and the proliferation of affordable digital technologies. Countries such as China, India, South Korea, and Japan are witnessing a surge in the deployment of AI-powered attendance systems, particularly in urban educational institutions and corporate training environments. The growing emphasis on student safety, seamless administrative management, and the need to combat absenteeism are major factors driving adoption. Additionally, regional tech startups and established players are collaborating to offer localized, cost-effective solutions tailored to diverse educational settings, further propelling market growth across Asia Pacific.

In emerging economies within Latin America, the Middle East, and Africa, the adoption of student attendance facial display solutions is gradually gaining momentum, albeit at a slower pace compared to developed regions. Challenges such as limited digital infrastructure, budget constraints, and varying regulatory frameworks have somewhat restrained market penetration. However, increasing awareness of the benefits of automated attendance tracking, coupled with pilot initiatives by governments and international organizations, is fostering gradual uptake. In particular, public-private partnerships and targeted investments in educational technology are helping overcome adoption barriers, especially in urban centers and government-backed educational reform programs. As localized demand for secure, efficient attendance management grows, these regions are expected to contribute significantly to the global market over the forecast period.

Report Scope

Attendance boundaries represent the polygons defining which school residents of specified areas should attend. These boundaries are based on a variety of criteria, but for the most part, they are based on the current student population at each school, and from there, attempts to balance student populations between schools within a school district. These polygons were updated in the fall of 2009 by county GIS staff with the assistance of the county school districts. This update was accomplished by providing each of the school districts with a digital (PDF) and plotted map of their district portraying Elementary, Middle, and High school attendance boundaries for verification. When each of the school districts had responded with their changes, or notified us that no changes were neccesary, the update was considered complete.

According to the national population Census of Colombia, 4.1 per cent of the population lives with a disability. Although information is available on the number of persons with disabilities in the country, little information exists on their levels of multidimensional poverty and deprivation, especially at the province of local level. Aiming to contribute to the analysis of the levels of poverty of persons with disabilities living at the municipal/province level, this study computes and analyses the levels of multidimensional poverty in households with and without members with disabilities in the 1.101 municipalities of Colombia. Using the 2018 national population census, we computed the percentage of people living with disabilities in each of the municipalities of the country, then we computed their levels of poverty and deprivation and analysed the difference between households with and without members with disabilities. We also analysed the availability of teachers and schools providing services for children living with disabilities and deprivations in terms of school attendance. The results reveal that households with members with disabilities are poorer than households without members with disabilities, These households present higher deprivations according to most indicators, and the intensity of their poverty is higher. In addition, households with members with disabilities usually present higher levels of deprivation in school attendance and live in municipalities where there is no provision of inclusive schools. These results highlight the importance of implementing specific policies designed to reduce the levels of poverty of persons with disabilities and their families and to guarantee their access to basic opportunities and services.

The Census collected individual records on all children in need, including those looked after by a local authority, who had an open case with a local authority on the 31 March that had been open for the three months from 1 January to 31 March. The purpose of the Census is to collect data that measures the characteristics and attributes of children in need who receive social services from their local authorities, including children looked after by local authorities. The census has focussed particularly on data about the reason that children receive help from social services departments; parental capacity; and on the health and education outcomes for each child.

This study, Evaluation of an Intensive Truancy Reduction Program (ACT) within Communities In Schools, is a within-school, student-level randomized controlled trial evaluation of an intensive truancy reduction program (ACT) through Communities In Schools (CIS), within five schools in a large urban district in the Southwest. CIS has adapted the CIS Core model for case management (Core) with an adaption of a community-based psychiatric rehabilitation treatment model and named the new model ACT. The three-year longitudinal study, conducted during the 2016/17 - 2018/19 school years, included 2,136 6-8th grade students (1,152 ACT students and 984 Core students). Data was collected including student demographic information, implementation fidelity information, as well as baseline and outcome data related to student attendance, behavior, standardized test scores and on-track to graduate status (when applicable). Fidelity information includes the number of received CIS services by service type and overall total number of services as well as total hours of CIS services provided by student.

These annual reports are in accordance with Public Service Regulations 32 (1) and provide information on immigration, prosecutions for non-attendance at school, school exemptions, licences for employment of children in public places and in street trading, licensing of Child Care centres and general maintenance subsidies.

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Note:
This description is extracted from Concise Guide to the State Archives of New South Wales, 3rd Edition 2000.

The Great Britain Historical Database has been assembled as part of the ongoing Great Britain Historical GIS Project. The project aims to trace the emergence of the north-south divide in Britain and to provide a synoptic view of the human geography of Britain at sub-county scales. Further information about the project is available on A Vision of Britain webpages, where users can browse the database's documentation system online.

Although these data come from the reports of the 1851 Census, they result not from the main household enumeration but from a separate survey of school attendance conducted on 31st March 1851. While modern census education statistics, from 1951 onwards, are concerned mainly with educational attainment, measured by either level of qualification achieved or age at termination of education, the 1851 data are concerned mainly with how schools were funded, and in particular the role of different religious denominations, which were very finely categorised. The only data concerning pupils are the numbers of female and male pupils on the attendance register of each category of school, except that for Scotland there are separate counts of the actual numbers of females and males in attendance on the census day.