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Reasons for Chronic Absenteeism (RCA) ReportFloridaTable 2 provides an overview of the participant student demographics.Table 2Participant Student Summary DemographicsSelected DemographicsFree/Reduced Lunch EligibleReceive Exceptional Student EducationEnglish Not Primary LanguageMother’s Education- High School or GEDMother’s Education- College alAsianBlack/African AmericanHispanic/LatinoWhiteAmerican IndianNative Hawaiian/Pacific IslanderPrefer not to 0.22.917.318.019.213.012.99.89.8The majority of students who participated in the survey were eligible for free or reduced pricelunch and reported their mother’s education level to be “some high school”, “high schooldiploma”, or “GED”. There were slightly higher than the state average of students withdisabilities (13%) who participated in the survey. These data are consistent with researchindicating that students with disabilities and those from economically disadvantaged householdsare often over-represented within the chronically absent student population.There was a fairly equal distribution of males versus females with 1% identifying as Other(transitioning, transgendered, etc.). Roughly half of the survey participants identified as Whiteand the majority reported being in middle grades.-8-

Reasons for Chronic Absenteeism (RCA) ReportFloridaFindingsTable 3 below provides an overview of the percentage of all students who rated items in eachcategory as “sometimes” or “usually” the reason(s) they missed school. Health Related reasons(92.4% endorsed an item within this domain as “sometimes” or “usually” the reason they missedschool) were the most commonly reported, followed by Transportation (54.8%), Personal Stress(41.1%), and Preferred Activity Outside of School (41.1%). On the following pages, moredetailed information is provided for each of the categories.Table 3Percentage of Endorsements by CategoryOverall ResponsesReasonPercentageHealth Related92.4Transportation54.8Personal Stress41.1Preferred Activity Outside of School41.1Value of School38.9School Stress34.6School Climate32.6Safety/Conflict21.1Adult Responsibility17.3Legal System Involvement15.6Housing/Material Instability14.1Suspension10.4Perceptions of AbsencesIn order to be eligible to participate in the survey, students had to have missed 18 or more(10%) days of school during the 2015/2016 school year. Table 4 provides a summary of studentperceptions of the number of school days they missed during the 2015/2016 school year.Approximately 41% of students accurately recalled and/or reported absences consistent withchronic absenteeism. This finding may suggest an intervention opportunity to increase studentawareness of absences and implications associated with chronic absenteeism.Table 4Absences Last YearReported Number of AbsencesLast Year0-5 daysPercentage14.66-10 days22.211-15 days22.316-20 days17.421 days23.4-9-

Reasons for Chronic Absenteeism (RCA) ReportFloridaStudents were asked to report on their perceived number of absences within the last month.This statistic may be an indicator of students who are on-pace to be chronically absent during agiven year. As few as two absences per month can lead to 18 or more days of school missedper year. Approximately 67% of students reported two or more absences in the previous monthindicating they may have had an increased likelihood of chronic absenteeism during the schoolyear in which they were surveyed.Table 5Absences Last MonthReported Number of AbsencesLast Month0-1 daysPercentage32.72-3 days41.64 days25.6In an attempt to better understand student perceptions about the frequency of their absences,students were asked to report if they perceived they had the same, fewer, or greater number ofabsences relative to other students. Over one-half of students (58.9%) perceived their absencerate to be the same or less than peers. This rate may indicate a skewed perception of what isconsidered typical absence rates and indicate an intervention opportunity for correctingmisconceptions and building awareness of good attendance patterns.Table 6Absences Compared to OthersAbsence Rate Compared toPeersPercentageAbsence Rate Less than PeersAbsence Rate the Same asPeers26.5Absence Rate More than Peers41.132.4Resources/MotivatorsTo better understand student perceptions of resources or motivators for school attendance,students were asked to identify the reasons that they do come to school. The student responseswere then organized into themes, and each instance in which a theme was mentioned wascalculated and aggregated. Table 7 provides the top reported reasons for school attendancewhich were Value of Education (Desire to learn, future goals, to get an education), followed byPeer Relationships. It is interesting to note that despite the survey participants having beenidentified as chronically absent in the previous school year, many recognized that school is ameans to achieve future goals and necessary for obtaining a foundational education. Thisfinding may reflect a lack of understanding of the impact of chronic absenteeism on educationaloutcomes (course performance, graduation and/or dropout rates, etc.).- 10 -

Reasons for Chronic Absenteeism (RCA) ReportFloridaTable 7Reasons for School AttendanceTop 5 ResponsesMotivatorValue of Education (Desire to learn, future goals, toget an education)Peer RelationshipsInstancesMentioned25561605School Activities (Clubs, sports, extra-curricularactivities)Required- Unspecified (I have to)590Parent Support (Parent expectation/support forattendance)140148SupportsStudents were asked to provide ideas for what they thought would help them attend schoolmore regularly. Table 8 indicates that the top reported support to improve attendance was toaddress the Level of Difficulty/Strictness (less homework, more fair rules, lenient dress code),which was closely followed by creating an Engaging Environment (more interesting/funinstruction or classes, more hands-on activities).Table 8Supports to Improve AttendanceTop 5 ResponsesSupportsLevel of Difficulty/ Strictness (Lesshomework, more fair rules, lenient dresscode)Engaging Environment (More interesting/ funinstruction or classes, more hands-on)Illness Prevention (If I didn’t get sick)Improved Climate/Relationships (Nicerpeers/adults, less drama, less bullying)Academic Support (Tutoring, better teachers,help from teachers)InstancesMentioned437407358333241- 11 -

Reasons for Chronic Absenteeism (RCA) ReportFloridaResponse by CategoryHealth RelatedPersonal StressHealth Related barriers were reported by92.4% of the chronically absent students tobe the reasons they missed school“sometimes” or “usually”. Health Relatedbarriers were the most frequently reportedreasons for students missing school amongall the categories. Items within the healthrelated category measured short-term (cold,flu, etc.) and chronic illnesses (asthma,allergies, disease), medical appointmentsand the perception of becoming or gettingsick while at school.Personal Stress was reported as“sometimes” or “usually” the reason formissing school by 41.1% of the chronicallyabsent students. Personal Stress includeditems that measured perceived levels ofstress; depression or sadness; being too“upset” to attend school; or familyemergencies that may include death,illness, injury, or “drama”.Within grade levels, 6th, 7th, and 8th gradestudents reported missing school forpersonal stress related reasons to a slightlygreater extent than did students from othergrade-levels. Among student subgroups,students who identify as Female, those whoidentify as White, and those who qualify forfree or reduced price lunch reported missingschool due to personal stress most often.Within grade levels, 6th, 7th, and 8th gradestudents reported missing school for healthrelated reasons to a slightly greater extentthan did students from other grade-levels.Among student groups, students whoidentify as White, and those who qualify forfree or reduced price lunch, reported healthrelated reasons for missing school mostoften.Figure 2Personal StressFigure 1Health Related- 12 -

Reasons for Chronic Absenteeism (RCA) ReportFloridaPhysical Safety/ConflictSchool ClimatePhysical Safety/Conflict reasons wereendorsed by 21.1% of students overall.Items in the Physical Safety/Conflictcategory measured student perceptions ofsafety on the bus ride or walk to/fromschool, safety while at school,teasing/bullying, or avoidance of otherstudents due to conflict.School Climate barriers were reported as“sometimes” or “usually” the reasons formissing school by 32.6% of the chronicallyabsent students. School Climate includeditems that measured student perceptions ofthe physical environment of the school(condition, cleanliness, basic supplies) aswell as the affective environment (perceivedfairness of rules/discipline practices,kindness of others, recognition of absencesby others).Within grade levels, 6th, 7th, and 8th gradestudents reported missing school forphysical safety/conflict related reasons to aslightly greater extent than did studentsfrom other grade-levels. Among studentsubgroups, students who identify asFemale, those who identify as Black/AfricanAmerican or White, those who receivespecial education, and those who qualify forfree or reduced price lunch reported missingschool due to physical safety/conflict mostoften.Figure 3Within grade levels, 6th, 7th, and 8th gradestudents reported missing school for schoolclimate related reasons to a slightly greaterextent than did students from other gradelevels. Among student subgroups, studentswho identify as Hispanic/Latino,Black/African American, or White; thosewho receive special education, and thosewho qualify for free or reduced price lunchreported missing school due to schoolclimate most often.Physical Safety/ConflictFigure 4School Climate- 13 -

Reasons for Chronic Absenteeism (RCA) ReportFloridaSchool StressAdult ResponsibilitiesSchool Stress reasons were endorsed by34.6% of students overall. Items in theSchool Stress category measured theperception of the level of difficulty in schoolwork, lack of preparedness for a class, andavoidance of a teacher or class.Adult Responsibilities were reported as“sometimes” or “usually” the reasons formissing school by 17.3% of the chronicallyabsent students. Adult Responsibilitiesincluded items that measured having towork, care for another family member, orhelp a family member.Within grade levels, 8th grade studentsreported missing school for school stressrelated reasons to a slightly greater extentthan did students from other grade-levels.Among student subgroups, students whoidentify as Hispanic/Latino or White, thosewho receive special education, and thosewho qualify for free or reduced price lunchreported missing school due to schoolstress most often.Figure 5Within grade levels, 6th and 8th gradestudents reported missing school for adultresponsibility related reasons to a slightlygreater extent than did students from othergrade-levels. Among student subgroups,students who identify as Male,Hispanic/Latino, Black/African American, orWhite; those who receive special education;and those who qualify for free or reducedprice lunch reported missing school due toadult responsibilities most often.School StressFigure 6Adult Responsibility- 14 -

Reasons for Chronic Absenteeism (RCA) ReportFloridaHousing/Material InstabilityLegal System InvolvementHousing/Material Instability was reported as“sometimes” or “usually” the reasons formissing school by 14.1% of the chronicallyabsent students. Housing/Material Instabilityincluded items that measured lack of cleanor appropriate clothing or materials forschool, mobility, lack of housing orhousehold utilities.Legal System Involvement reasons wereendorsed by 15.6% of students overall.Items in the Legal System Involvementcategory measured incarceration (juvenileor adult facilities) and missing school due tocourt attendance.Within grade levels, 6th, 7th, and 8th gradestudents reported missing school for legalsystem involvement related reasons to aslightly greater extent than did studentsfrom other grade-levels. Among studentsubgroups, students who identify as Male,those who identify as Hispanic/Latino orWhite, those who receive special education,and those who qualify for free or reducedprice lunch reported missing school due tolegal system involvement most often.Within grade levels, 6th, 7th, and 8th gradestudents reported missing school forhousing/material instability related reasonsto a slightly greater extent than did studentsfrom other grade-levels. Among studentsubgroups, students who identify asHispanic/Latino, Black/African American, orWhite; those who receive special education;and those who qualify for free or reducedprice lunch reported missing school due tohousing/material instability most often.Figure 8Legal System InvolvementFigure 7Housing/Material Instability- 15 -

Reasons for Chronic Absenteeism (RCA) ReportFloridaSuspensionTransportationSuspensions were reported by 10.4% of thechronically absent students to be thereasons they missed school “sometimes” or“usually.” One item made up this category(student absences due to suspensions).Transportation reasons were endorsed by54.8% of students overall. Items in theTransportation category measured carproblems, bus problems (late, missed, didnot come), not wanting to walk in badweather, or being out of town.Within grade levels, 7th and 8th gradestudents reported missing school due tosuspension to a slightly greater extent thandid students from other grade-levels.Among student subgroups, students whoidentify as Male, those who identify asBlack/African American or White, those whoreceive special education, and those whoqualify for free or reduced price lunchreported missing school due to suspensionsmost often.Within grade levels, 6th, 7th, and 8th gradestudents reported missing school fortransportation reasons to a slightly greaterextent than did students from other gradelevels. Among student subgroups, studentswho arrive to school by bus, those whoidentify as White, and those who qualify forfree or reduced price lunch, reportedmissing school due to transportation mostoften.Figure 9Figure 10SuspensionTransportation- 16 -

Reasons for Chronic Absenteeism (RCA) ReportFloridaPreferred Activity Outside of SchoolValue of SchoolPreferred Activity Outside of School wasreported as “sometimes” or “usually” thereason for missing school by 41.1% of thechronically absent students. PreferredActivity Outside of School included itemsthat measured hanging out withfamily/friends instead of attending school,staying up too late to get up for school,oversleeping, and substance use.Value of School was reported as“sometimes” or “usually” the reasons formissing school by 38.9% of the chronicallyabsent students. Value of School includeditems that measured student perceptionsthat school is boring, their parents don’tcare if they miss school, school will not helpthem reach future goals, and a generalbelief that there is no reason to attendschool.Within grade levels, 7th and 8th gradestudents reported missing school forpreferred activity outside of school reasonsto a slightly greater extent than did studentsfrom other grade-levels. Among studentsubgroups, students who identify as White,those who receive special education, andthose who qualify for free or reduced pricelunch reported missing school due topreferred activity outside of school mostoften.Within grade levels, 8th grade studentsreported missing school more often forvalue of school reasons than did studentsfrom other grade-levels. Among studentsubgroups, students who identify as Male,those who identify as White, those whoreceive special education, and those whoqualify for free or reduced price lunchreported missing school due to value ofschool most often.Figure 11Figure 12Preferred Activity Outside of SchoolValue of School- 17 -

Reasons for Chronic Absenteeism (RCA) ReportFloridaSummary of FindingsThis report includes data on reasons for chronic absenteeism provided by over 4,500 chronicallyabsent students in Florida. Below is a summary of the major findings from the survey followedby questions for state-level stakeholders to consider. Specifically, questions regarding thestate’s role in supporting districts and schools to address students’ perceptions of chronicabsenteeism and to address barriers to students attending school consistently are provided.One of the most basic strategies to begin to address concerning behaviors is to build generalawareness of the behavior and the extent to which it deviates from standard levels ofacceptability. Based on the responses to the items measuring perceptions of absences, itappears that students may be largely unaware of their own rate of absenteeism over time andmisperceive what typical or acceptable rates of absenteeism are among secondary students.Question: What is the state’s role in supporting districts and schools in consistently defining day of schooling? consistently defining an absence? consistently defining chronic absenteeism? building awareness of absenteeism rates among students? building awareness or correcting misperceptions of what constitutes typical or acceptablerates of absenteeism among students?The top reported reasons for chronic absenteeism among students were related to health(short-term illness, chronic illness, medical/dental/mental health appointments), transportation(missing the bus, car problems, not wanting to walk in bad weather, being out-of-town),personal stress (depression/sadness, stressed/upset, family emergencies), preferred activityoutside of school (hung-out with family/friends, stayed-up too late/overslept, substance use),and value of school (perceptions that school is boring, no reason to come to school, belief thatschool will not help reach future goals, perception that parents don’t care if absent from school).The students provided ideas for supports to improve attendance that included decreased levelof difficulty/strictness (less homework, more fair/consistent rules, more lenient dress code

Reasonsfor Chronic AbsenteeismAmong Florida Secondary Students Survey Summary Report AmberHummBrundage, Jose M. Castillo, & GeorgeM. Batsche 7/14/2017 Florida'sProblem Solving & Response to InterventionProject A collaborative project between the Florida Departmentof Education and the University of South Florida