Understanding Chronic Absenteeism in Detroit's Schools
Chronic absenteeism is a growing concern in K-12 education across the United States, and nowhere is this more evident than in Detroit. Defined as missing at least 10% of school days—equivalent to 18 days in an 180-day academic year—this issue has become increasingly prevalent, especially following the challenges brought on by the COVID-19 pandemic. In Detroit, the problem remains persistent, with rates significantly higher than the national average.
The Detroit Public Schools Community District has taken steps to address this issue. This past year, the district awarded $200 gift cards to nearly 5,000 high school students who attended all their classes during a two-week period. Additionally, Superintendent Nikolai Vitti has proposed providing bikes to help students who lack reliable transportation get to school. These initiatives reflect a growing recognition that addressing chronic absenteeism requires creative and multifaceted solutions.
To better understand the implications of chronic absenteeism, The Conversation U.S. spoke with Sarah Lenhoff, associate professor of education at Wayne State University and director of the Detroit Partnership for Education Equity & Research, and Jeremy Singer, an assistant professor of education at Wayne State University. Together, they have written a book published in March that explores the socioeconomic drivers behind chronic absenteeism and how policymakers and communities can play a role in mitigating its effects.
What Is Chronic Absenteeism?
It’s important to distinguish between chronic absenteeism and truancy. Truancy refers to unexcused absences and is typically addressed through legal means, such as fines or jail time for parents. Chronic absenteeism, on the other hand, includes both excused and unexcused absences. Researchers emphasize that even small absences can have significant impacts on student learning and development.
The 10% threshold for chronic absenteeism is somewhat arbitrary, but it has been widely adopted by researchers and policymakers. Most states now include measures of chronic absenteeism in their education accountability systems, highlighting its importance in assessing school performance.
The Scale of the Problem in Detroit
Detroit has among the highest chronic absenteeism rates in the country, with over 50% of students missing 10% or more of school days in recent years. This is far above the national average of about 15% and even higher than rates in cities like Milwaukee and Philadelphia. According to prior studies, Detroit’s rates are significantly higher than those of other major cities, which underscores the deep-rooted socioeconomic challenges facing the community.
Factors such as poverty, unemployment, crime, and poor public health conditions contribute to the high levels of absenteeism. Even the city’s harsh winters add to the difficulty of getting to school consistently. During the pandemic, absenteeism rates spiked across the state, and while Detroit has made progress in returning to pre-pandemic levels, the numbers remain alarmingly high.
Charter schools in the district have struggled more to reduce absenteeism post-pandemic, though their rates are generally lower than those of traditional public schools.
The Impact of Missing School
The consequences of chronic absenteeism are far-reaching. Students who miss school regularly tend to perform worse on reading and math tests. Early on, this can affect school readiness, both academically and behaviorally. By high school, consistent absences are linked to lower grades, lower GPAs, and a reduced likelihood of graduating.
Moreover, the impact isn’t limited to the absent students. When many students miss school, it affects the entire class, leading to lower test scores and diminished skills such as executive functioning.
Socioeconomic Factors and Attendance
Rates of chronic absenteeism are disproportionately higher among students from low-income families. These students often face challenges outside their control, such as unstable housing, unreliable transportation, health issues, and lack of access to childcare. Parents working nontraditional hours may also struggle to ensure their children attend school regularly.
School-based factors, such as weak family engagement or a negative school culture, can also influence attendance. However, even schools with strong practices may struggle if they serve communities facing severe socioeconomic hardship.
It’s crucial to recognize that chronic absenteeism is not a reflection of student motivation or family values. Instead, it is deeply tied to the unequal conditions that shape students’ lives.
The Role of Punishment vs. Support
Many schools have attempted to address absenteeism through punitive measures, such as suspending students or threatening parents with fines or jail time. In some cases, families have lost social services due to their children’s absence. However, research shows that these strategies are ineffective and can even worsen the problem.
Punitive approaches can alienate students and families, deepening mistrust between them and the school system. When absences are seen as personal failures rather than symptoms of broader challenges, students and parents may disengage further.
Instead, educators should focus on understanding the barriers to attendance and finding ways to support students and families. A shift from blame to empathy can lead to meaningful improvements in attendance.
Collaborative Solutions for the Future
Reducing chronic absenteeism requires a collective effort. It is not solely a school issue but a societal one. Policymakers, school districts, and community organizations must work together to address the underlying factors that contribute to absenteeism.
This could involve investing in resources across sectors such as healthcare, housing, transportation, and social services. Community organizations can provide wraparound services like mental health care, transportation assistance, and after-school programs. At the same time, educators can focus on strengthening communication with families and building supportive relationships.
By addressing the root causes of chronic absenteeism, communities can create environments where all students have the opportunity to succeed.