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Presents an interactive website which disaggregates national data on chronic absenteeism by geography, ethnicity, disability status, and school level. The data reveal a striking picture of how many students missed three weeks or more during the 2013-14 school year.
Presents a website developed to support states in assisting local education agencies- through knowledge development, technical assistance, and electronic resources- to increase school completion rates and decrease dropout rates among students with disabilities.
The Department of Education’s Student Attendance and Engagement Center (SEAC) will host a special one hour webinar on Thursday, March 10 from 1:00-2:15 pm ET on first semester attendance data and how state education agencies (SEAs) and their local education agency (LEAs) partners can respond.
Although most schools returned to in-person learning at the start of the 2021–22 school year, the uncertainty resulting from the COVID-19 pandemic has cont
Legislation introduced by state Sen. Nancy Skinner would ban suspensions for willful defiance and low-level behavior issues in California public and charter schools.
Chronic absence–which includes absences that are excused, unexcused, or due to suspensions–is a leading indicator of inequity. When chronic absence occurs, it is a sign of challenges inside and outside schools (e.g.
The U.S. Department of Education announced new partnerships with Carnegie Corporation and Overdeck Family Foundation to launch the Family Engagement Learning Series on February 28, 2023, which is intended to boost family engagement and lift parent voices.
Discusses how State and Local Education Agencies (SEAs and LEAs) can address chronic absenteeism by examining current data trends in their states and providing examples of promising practices which they’ve implemented to address the root causes of chronic absenteeism.
Summarizes the findings of research examining the association between student academic and health outcomes and exposure to Universal Free Meals (UFM) among Kindergarten students.
Explains how relying exclusively on academic measures to identify at-risk students may miss other determinants of success, such as social and emotional learning (SEL) competencies and school climate.