Daily listing of students enrolled, present, absent or released statistical count by district, borough and school.

Daily listing (counts) of students registered, present, absent and released by School DBN.

Increase the average daily attendance rate in schools from 94.7% in 2014 to 96.7% by 2018.

Daily listing (counts) of students registered, present, absent and released by School DBN.

This dataset includes the attendance rate for public school students PK-12 by student group and by district during the 2021-2022 school year.

Student groups include:

Students experiencing homelessness Students with disabilities Students who qualify for free/reduced lunch English learners All high needs students Non-high needs students Students by race/ethnicity (Hispanic/Latino of any race, Black or African American, White, All other races)

Attendance rates are provided for each student group by district and for the state. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch.

When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

This data set shows the average attendance rate for students in NSW government schools by Statistical Area 4 (SA4).

Data notes

• 2021 data is not comparable to previous years due to the continued effects of the COVID-19 pandemic, changes to calculation rules to align with ACARA’s national standards (version 3) and changes to the way attendance data is transferred into the department’s centralised data warehouse. Please refer to 2021 Semester 1 student attendance factsheet for more information.

• 2020 data is not provided because students were encouraged to learn from home for several weeks in Semester 1. Please refer to the factsheet on The effects of COVID-19 on attendance during Semester 1 2020 for more information.

• In 2018 NSW government schools implemented the national standards for student attendance data reporting. This resulted in a fall in attendance rates for most schools due to the inclusion of part day absences and accounting for student mobility in the calculation. Data from 2018 onwards is not comparable with earlier years.

• Schools for Specific Purposes (SSPs) are only included from 2021. Prior to this SSP attendance data was not collected centrally.

• The attendance rate is defined as the number of actual full-time equivalent student days attended by full-time students in Years 1–10 as a percentage of the total number of possible student-days attended in Semester 1. Figures are aligned with the National Report on Schooling and the My School website.

• SA4 refers to the ABS Australian Statistical Geography Standard (ASGS) Edition 3 Statistical Area 4 (SA4) – 2021.

• ‘Other Territories’ has been assigned to Norfolk Island Central School, which operated under the responsibility of NSW Department of Education between 2018-2021.

Data source

Semester 1 Return of Absences Collection

Data quality statement

The Attendance Data Quality Statement addresses the quality of the Attendance dataset using the dimensions outlined in the NSW Department of Education's data quality management framework: institutional environment, relevance, timeliness, accuracy, coherence, interpretability and accessibility. It provides an overview of the dataset's quality and highlights any known data quality issues.

Daily Attendance figures are accurate as of 4:00pm, but are not final as schools continue to submit data after we generate this preliminary report.

Analysis of ‘2012 - 2015 Historical Daily Attendance By School’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/52c0a769-95dc-4846-a77e-dec16f1d0f74 on 13 February 2022.

--- Dataset description provided by original source is as follows ---

Daily listing (counts) of students registered, present, absent and released by School DBN.

--- Original source retains full ownership of the source dataset ---

Daily listing (counts) of students registered, present, absent and released by School DBN.

Increase the average daily attendance rate in schools from 94.7% in 2014 to 96.7% by 2018.

Attendance rate for semester 1 in SA Government schools by school from 2014. Important notes: • Attendance rate = (number of days attending school / number of days enrolled) x 100. • Attendance rates are only calculated for full time students who were enrolled or left during Semester 1. • Both whole day and part day absences are counted. • Attendance data is not collected from schools 1717 Watarru Anangu School (non operational), 849 Open Access College, 810 Thebarton Senior College , 583 Marden Senior College, 1012 Northern Adelaide Senior College and 195 Youth Education Centre. • To protect the privacy of students, where a school has 5 or less Full Time Equivalent students enrolled, the attendance rate is suppressed for that school. • Attendance rates in 2020 are lower than anticipated due to Covid-19 lockdowns.

This dataset is a statistical report that provides daily school-wide attendance each day for all schools at 4:00pm classes.

This dataset includes the attendance rate for public school students PK-12 by district during the 2020-2021 school year. Attendance rates are provided for each district for the overall student population and for the high needs student population. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch. When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

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

Smart School Attendance System Market Outlook

According to our latest research, the global Smart School Attendance System market size reached USD 1.48 billion in 2024, driven by the increasing adoption of digital solutions in educational institutions worldwide. The market is forecasted to grow at a robust CAGR of 16.9% during the period 2025 to 2033, projecting the market size to reach approximately USD 5.02 billion by 2033. This significant growth is primarily attributed to the rising demand for automated attendance tracking, enhanced school security, and operational efficiency in both public and private educational institutions.

The growth trajectory of the Smart School Attendance System market is profoundly influenced by the global emphasis on digital transformation in the education sector. As educational institutions increasingly prioritize automation and data-driven administration, smart attendance systems have emerged as a critical component in streamlining daily school operations. These systems, which leverage advanced technologies such as biometrics, facial recognition, and RFID, not only reduce manual errors but also offer real-time data analytics that support informed decision-making. The integration of cloud computing and mobile applications further enhances the accessibility and scalability of these solutions, making them suitable for institutions of varying sizes and needs. Furthermore, the growing awareness regarding the importance of student safety and campus security has prompted schools to adopt smart attendance systems, which provide accurate tracking and minimize unauthorized access.

Another key driver of the Smart School Attendance System market is the increasing government initiatives and regulatory mandates aimed at modernizing educational infrastructure. Many countries are investing heavily in smart education technologies as part of broader digital transformation agendas, offering grants and subsidies to schools for upgrading their administrative systems. This trend is particularly prominent in emerging economies where rapid urbanization and rising literacy rates are fueling the establishment of new educational institutions. Additionally, the COVID-19 pandemic has accelerated the adoption of contactless and automated attendance solutions, as schools seek to minimize physical contact and ensure compliance with health and safety protocols. This shift towards digital and touchless attendance systems is expected to persist, further propelling market growth in the coming years.

The proliferation of cloud-based solutions and the increasing penetration of smartphones and internet connectivity are also contributing significantly to market expansion. Cloud deployment enables seamless integration of attendance systems with other school management software, facilitating centralized data management and remote monitoring. The ability to access and analyze attendance data in real time has become a crucial requirement for modern educational institutions, enabling proactive interventions to improve student engagement and performance. Moreover, the growing trend of internationalization in education, with the establishment of international schools and cross-border collaborations, is driving the demand for scalable and interoperable smart attendance systems. These factors, combined with ongoing advancements in artificial intelligence and machine learning, are expected to create new growth opportunities and reshape the competitive landscape of the market.

Regionally, the Asia Pacific market is anticipated to witness the fastest growth, with countries like China, India, and Japan leading the adoption of smart school attendance systems. North America and Europe continue to maintain substantial market shares, driven by high technology penetration and strong regulatory frameworks. Meanwhile, Latin America and the Middle East & Africa are emerging as promising markets, fueled by increasing investments in educational infrastructure and the rising adoption of digital technologies in schools. Overall, the global outlook for the smart school attendance system market remains highly positive, with technological innovation and strategic partnerships expected to play a pivotal role in shaping future trends.

This dataset shows the attendance rates for all NSW government schools in Semester One by alphabetical order.

Data Notes:

• 2021 data is not comparable to previous years due to the continued effects of the COVID-19 pandemic, changes to calculation rules to align with ACARA’s national standards (version 3) and changes to the way attendance data is transferred into the department’s centralised data warehouse. Please refer to 2021 Semester 1 student attendance factsheet for more information.

• 2020 data is not provided because students were encouraged to learn from home for several weeks in Semester 1. Please refer to the factsheet on The effects of COVID-19 on attendance during Semester 1 2020 for more information.

• In 2018 NSW government schools implemented the national standards for student attendance data reporting. This resulted in a fall in attendance rates for most schools due to the inclusion of part day absences and accounting for student mobility in the calculation. Data from 2018 onwards is not comparable with earlier years.

• Schools for Specific Purposes (SSPs) are only included from 2021. Prior to this SSP attendance data was not collected centrally.

• The attendance rate is defined as the number of actual full-time equivalent student days attended by full-time students in Years 1–10 as a percentage of the total number of possible student-days attended in Semester 1. Figures are aligned with the National Report on Schooling and the My School website.

• Data is suppressed "sp" for schools where student numbers are below the reporting threshold.

• Data is not available "na" for senior secondary schools or other schools where no students were enrolled in Years 1-10.

• Blank cells indicate no students were enrolled at the school that census year or the school was out of scope for attendance reporting.

Data Source:

• Education Statistics & Measurement, Centre for Education Statistics and Evaluation

Analysis of ‘2018-2019 Daily Attendance’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/e1f1d23f-6559-4eb0-8eae-600ddb42ae6c on 13 February 2022.

--- Dataset description provided by original source is as follows ---

Daily listing (counts) of students registered, present, absent and released by School DBN.

--- Original source retains full ownership of the source dataset ---

The market for School Attendance Management Software (SAMS) is projected to grow from $362.2 million in 2025 to $845.4 million by 2033, exhibiting a CAGR of 12.6% during the forecast period. The increasing adoption of cloud-based SAMS, government initiatives to improve attendance rates, and the growing need for real-time data insights are driving the market growth. Additionally, the integration of AI and machine learning capabilities is enhancing the accuracy and efficiency of attendance tracking. Key trends shaping the SAMS market include the adoption of mobile apps for convenient data entry, the integration of biometrics for secure and reliable attendance tracking, and the growing emphasis on data privacy and security. However, concerns over the high cost of implementation and maintenance, as well as the lack of technical expertise in some schools, may restrain market growth. North America is expected to dominate the SAMS market, followed by Europe and Asia-Pacific. Leading companies in the market include Mitrefinch, Teach 'n Go, Synergetic, iClassPro, Skyward, SCL, Class Technologies, ACTIVE Educate, SchoolPass, and AccuClass.

The attendance rate is defined as the number of actual full-time equivalent student days attended by full-time school students in Years 1–10 as a percentage of the total number of possible …Show full descriptionThe attendance rate is defined as the number of actual full-time equivalent student days attended by full-time school students in Years 1–10 as a percentage of the total number of possible student-days attended. Data Notes: Attendance data for NSW government schools only. The attendance rate is calculated as (1 minus absences divided by enrolled days) multiplied by 100. This data includes the student attendance rate for semester 1, semester 2 and the full year. * Students were learning from home for extended periods during Semester 2 2021 due to COVID-19. As a result, attendance rates for Semester 2 and full year are not reliable and have not been published. * 2020 data is not provided because students were encouraged to learn from home for several weeks in Semester 1. * For more detail on how attendance data for 2020 and 2021 were affected by COVID-19, please refer to CESE factsheets: ‘Effects of COVID-19 on attendance during Semester 1 2020’ and ‘2021 Semester 1 student attendance'. All students in Years 1 to 10 in NSW government schools are regarded as full-time. Kindergarten, Year 11, Year 12 students have been excluded in the attendance rates. Ungraded (support) student attendance rates are included as a separate row and excluded from Primary and Secondary totals. Ungraded students in NSW government schools are classified as either primary or secondary according to their level of education. Distance education and Schools for Special Purposes’ attendance data is not currently collected. Bushfires affected many schools' attendance in Term 4 2019 and should be taken into account when comparing Semester 2 data to other years. Prior to 2018 absences equalled ‘all full day absences for the period in question’. From 2020, students in mainstream support classes are reported by their underlying grade of enrolment. Students in schools for specific purposes (SSPs) are included as 'ungraded'. In 2021 attendance figures were calculated differently to align with the third edition of ACARA’s National Standards for Student Attendance Data and Reporting. As a result, data is not directly comparable to previous years. The Department implemented an automated attendance feed (AAF) system in Semester 1 2021. The AAF has significantly improved data quality in 2021, which has affected data comparability with previous years. ** Note** In 2018, NSW government schools implemented the national standards for student attendance data reporting. This resulted in a fall in attendance rates for most schools due to the inclusion of partial absences and accounting for student mobility in the calculation. Data for 2018 is not directly comparable with earlier years. Source: Education Statistics and Measurement. Centre for Education Statistics and Evaluation.