Chronic absenteeism, meaning students missing ten percent or more of a school year, is a growing concern across our country. Each day of school is an important opportunity for students to learn and develop, and excessive or chronic absences are indicators of both current and future barriers to academic success. Remote learning during the pandemic had lasting effects on attendance once schools reopened, and recent research shows particularly concerning attendance data amongst a subgroup of students: English learners (ELs).

Chronic absenteeism rising for ELs post-COVID

A recent article published by The 74 Million highlights reports that nation-wide rates of absenteeism for English learners have surged from 13% in 2017 up to 28% in 2022 - and remain high. In California, only 10% of English learners were chronically absent in 2019; by 2022, that rate had more than tripled to 34% (The Hechinger Report). There are two reasons this leap is particularly troubling for this population of students: first, that frequent absences have a disproportionate effect on multilingual learners’ achievement. Studies have shown that the negative effect of a high number of absences on the achievement of English learners in reading and math is greater than on non-English learners’ test scores. Additionally, we recognize the unique importance of socialization and opportunities to hear and practice both academic and social language for ELs during the school day, as well as the social emotional development that is impacted when attendance drops.

The second reason to treat this matter with urgency is that according to this research, the English learner population had not historically struggled with absenteeism prior to the pandemic - and they do not seem to be bouncing back to where they were before. There are a variety of reasons why English learners and their families may have been particularly impacted during the pandemic. We know that across the nation, schools struggled to provide support and resources during remote learning, and those with language or communication barriers were particularly impacted. Additionally, ELs and their families may been more impacted economically and health-wise during the pandemic: they may have experienced more COVID-related trauma and death, and as their families were more likely to be essential workers, which may have impacted their ability to be home to ensure their children attended remote classes and to support their learning. 

Returning from the pandemic did not automatically solve many of these challenges facing ELs. School was symbolically a connector for families and communities and a place to socialize.  When that was disrupted during shutdowns and when schools became an unsafe, unsure space, families struggled to return and rebuild that trust. Beyond this, the increase in shootings and violence has further damaged these relationships between families and schools. Families may no longer see school as a safe space for their children. It’s important to understand some of these root factors that may be contributing to this increase in absenteeism amongst English learners in order to begin to address it.

Early detection of contributing factors 

Equally important to understanding the context around and potential long-term effects of absenteeism amongst the EL population is equipping educators and district leaders with the real-time student data on ELs to be able to detect these patterns early. Ellevation Platform brings together key student and assessment data that educators can use to analyze results, visualize trends and make instructional decisions. Our Student List and Dashboard features give educators the ability to analyze all ELs on their roster and see historical data such as attendance history as well as an up-to-date chart of contributing factors for lack of progress across the group including: classroom engagement, in or out of class work or assignments, and excessive absences.

By having this data at their fingertips, educators can not only see which factors are the most prevalent amongst their class, but also identify relationships between these factors. For example, falling behind on in-class or out-of class work may be a result of excessive absences, or could be an indicator that students are overwhelmed or struggling and that absences are a form of avoidance. Similarly, students may be struggling to complete assignments due to a challenge with the content itself, or their language development may require additional scaffolds or supports in order to be able to complete their work and classroom engagement as well. In addition to contributing factors, we can see up-to-date assessment scores including development in reading and speaking - enabling educators to hone in on the correlation between a factor like absenteeism and their language development progress from assessment data.  If educators can better understand the factors preventing ELs from making adequate progress, they can create a more personalized plan for support and avoid students feeling overwhelmed or unhappy coming to school.

Health related issues of students themselves or a family member can also play a role in frequently missing school, and if educators can identify this pattern or causal relationship, they can find ways to partner with the student’s family to address it. Similarly, many English learners may be newcomers who have recently immigrated to the US, or have a family member who is struggling with their own immigration status, which can take a toll on their mental health. Teachers may notice that a student who is frequently absent is also showing signs of social emotional distress, and can advocate for the appropriate support services for their student. We have seen spikes in both long-term health effects related to COVID and impacts on mental health, and teachers can be vital in observing these barriers for ELs. 

The configurable data dashboards and student list empower educators to spot trends and gain insights. Then, using our new Forms tool, educators can gain qualitative teacher input that can inform additional support recommendations, supplementing quantitative assessment data surfaced in Ellevation.

What’s next

Addressing the rise in absenteeism amongst English learners is a crucial piece in ensuring they have the opportunity for a high quality educational experience and to mitigate further learning or achievement gaps. While there are a variety of factors to consider, these are a few key steps to take: 

• Working to ensure a safe and welcoming environment for ELs to learn in
• Closely monitoring English learners for adequate academic and language development progress and identifying trends in data and/or contributing factors
• Partnering with families to discover the root causes of barriers to attendance and working collaboratively to overcome them
• Leveraging community partnerships and funding programs that provide wraparound support for ELs and their families in times of need