Since the pandemic, chronic absenteeism has loomed large over our education system. Shockingly, recent statistics reveal a staggering increase in absenteeism, with approximately 26 percent of public-school students missing more than 15 days of school, a significant leap from the pre-pandemic figure of about 15 percent.
Even more distressing, data from the U.S. Department of Education Office of Civil Rights Data Collection highlights a longstanding disparity. Since 2014, Black students have been considerably more likely to be absent from class than their white counterparts, while Asian students tend to have the lowest absenteeism rates overall. This glaring inequality underscores the urgent need for a comprehensive federal strategy to combat chronic absenteeism.
This alarming rise in chronically absent students casts a grim future for our students, as extensive research has unequivocally demonstrated the detrimental consequences of prolonged school absences. Students who miss substantial amounts of school face heightened risks of failing to graduate high school and suffer from profound setbacks in achieving proficiency in reading and math.
As the nation grapples with the aftermath of the pandemic, urgent action is imperative. The expiration of COVID-19 relief funds, coupled with dwindling state revenues, has exacerbated the challenges faced by our education system.
Congress must take decisive steps to address chronic absenteeism and ensure every child has equitable access to quality education. Budget proposals must prioritize interventions that directly support increasing student attendance.
Highlighting similar apprehensions, in September of 2023, the Biden-Harris administration unveiled a comprehensive plan to combat chronic absenteeism as part of a broader initiative to accelerate learning and enhance student achievement.
However, the administration’s strategy primarily relied on regulatory measures and guidance to enforce accountability. While commendable, such efforts fall short of effectively tackling the pervasive issue of student absenteeism that school and systems leaders face daily.
Subsequently, in its fiscal year 2025 budget request, the administration proposed allocating $8 billion in mandatory funding to inaugurate a groundbreaking grant program, the Academic Acceleration and Achievement Grants, designed explicitly to bolster student attendance. This bold proposition marks a significant step towards mitigating the disruptive impact of COVID-19 on educational institutions and systems.
The president’s budget proposal represents a positive stride forward and warrants unified support from congressional Democrats and Republicans. Nevertheless, Congress must codify this initiative and support additional proposals that offer sustained, long-term solutions, ensuring schools and districts receive assured funding to tackle persistent challenges.
Congress should establish a holistic framework to confront chronic absenteeism plaguing our nation’s schools and classrooms. For example, a recent study underscored the crucial role of school nurses in reducing student absenteeism rates. This compelling evidence underscores the urgent need for Congress to act on existing initiatives, such as the One School, One Nurse Act filed by Rep. Frederica S. Wilson (D-Fla.), guaranteeing that every school is equipped with a dedicated nurse.
In addition to the passage of the One School, One Nurse Act, Congress should move forward with proposals like Sen. Sherrod Brown’s (D-Ohio) proposal to expand Full-Service Community Schools, which provide a holistic framework for addressing challenges faced by students in schools every day—of which many impact students’ ability to attend school daily.
While Congress has recently dedicated extensive time and effort to passing budget proposals to sustain government operations, additional spending endeavors will likely face staunch opposition. However, Congress cannot afford to postpone the imperative task of facilitating the return of American students to classrooms, particularly considering recent data indicating that most students have yet to regain pre-pandemic learning levels.
Consequently, Congress is responsible for prioritizing measures that will facilitate the recovery of students’ academic progress, and that begins with supporting President Biden’s proposal to get kids to school.
Phelton Moss, Ph.D., is a senior professorial lecturer of education policy and leadership in the School of Education and an inclusive pedagogy fellow in the Center for Teaching, Research, and Learning at American University.