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Chronic Absenteeism Is Hampering School Improvement Efforts in New York City: What Can Be Done about It? Issue Brief

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Title: Chronic Absenteeism Is Hampering School Improvement Efforts in New York City: What Can Be Done about It? Issue Brief
Language: English
Authors: Danyela Souza Egorov, Manhattan Institute (MI)
Source: Manhattan Institute for Policy Research. 2025.
Availability: Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org
Peer Reviewed: N
Page Count: 14
Publication Date: 2025
Document Type: Reports - Descriptive
Descriptors: Attendance, Success, Academic Achievement, Dropout Prevention, Correlation, COVID-19, Pandemics, Public Schools, Intervention, Student Characteristics, At Risk Students, Homeless People, Students with Disabilities, English Learners, Hispanic American Students, Parent Attitudes, School Districts, African American Students, Racial Differences, Low Income Students
Geographic Terms: New York (New York)
Abstract: There is a strong relationship between student attendance and success in school. As a 2007 report from the National Center for Education Statistics (NCES) explained, attendance data have great predictive value: students with regular attendance have better academic achievement and are less likely to drop out of school. Those who are chronically absent in early grades are more likely to require interventions to be able read at grade level by third grade. Absenteeism has been on the rise since schools reopened after the COVID-19 pandemic. The Return to Learn Tracker, produced by the College Crisis Initiative (C2i) and the American Enterprise Institute (AEI), shows that the average national chronic absenteeism rate almost doubled between 2019 (15%) and 2022 (28%). This issue brief provides descriptive statistics on chronic absenteeism in New York City public schools to help local policymakers address this issue and improve the city's schools.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED676172
Database: ERIC
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  Data: Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org
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  Data: There is a strong relationship between student attendance and success in school. As a 2007 report from the National Center for Education Statistics (NCES) explained, attendance data have great predictive value: students with regular attendance have better academic achievement and are less likely to drop out of school. Those who are chronically absent in early grades are more likely to require interventions to be able read at grade level by third grade. Absenteeism has been on the rise since schools reopened after the COVID-19 pandemic. The Return to Learn Tracker, produced by the College Crisis Initiative (C2i) and the American Enterprise Institute (AEI), shows that the average national chronic absenteeism rate almost doubled between 2019 (15%) and 2022 (28%). This issue brief provides descriptive statistics on chronic absenteeism in New York City public schools to help local policymakers address this issue and improve the city's schools.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Dropout Prevention
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Homeless People
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: New York (New York)
        Type: general
    Titles:
      – TitleFull: Chronic Absenteeism Is Hampering School Improvement Efforts in New York City: What Can Be Done about It? Issue Brief
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