Addressing Chronic Absenteeism in Schools: A Meta-Analysis of Evidence-Based Interventions

• Published in: School psychology review Vol. 51; no. 1; pp. 95 - 111
• Main Authors: Eklund, Katie, Burns, Matthew K., Oyen, Kari, DeMarchena, Sarah, McCollom, Elizabeth M.
• Format: Journal Article
• Language: English
• Published: Bethesda Routledge 02.01.2022; Taylor & Francis Ltd
• Subjects: Absenteeism; Accountability; Attendance; Attendance Patterns; Educational Environment; Educational Practices; Educational psychology; Elementary Secondary Education; ESSA; Evidence Based Practice; Family School Relationship; family-school partnerships; Grade 2; Grade 5; Home school relationship; Institutional Characteristics; Instructional Leadership; Intervention; interventions; Kindergarten; Longitudinal Studies; Meta Analysis; Outcomes of Education; Preschool Children; Profiles; School attendance; School Effectiveness; Truancy; United States > US
• ISSN: 0279-6015; 2372-966X; 2372-966X
• DOI: 10.1080/2372966X.2020.1789436

Research has demonstrated that regular school attendance is necessary for acceptable academic performance and the development of desirable social skills and behaviors. One in seven students in the United States struggles with chronic absenteeism, and 36 states use accountability metrics that are designed to assess attendance rates as part of school performance profiles. The current meta-analysis examined the effects of interventions and programs on student attendance outcomes in pre-K-12 public schools. Data were taken from 22 random and nonrandom controlled intervention studies published from 2000 to 2018. Between-group (weighted g = 0.25; 95% confidence interval [CI], 0.14-0.36) and within-group (weighted g = 1.04; 95% CI, 0.32-1.76) research designs resulted in small effects on attendance outcomes. Interventions were coded across three categories: behavioral interventions, family-school partnerships, and academic interventions. All three intervention areas resulted in small effects (weighted g = 0.09-0.26). The confidence interval for family-school partnerships was the only one that included 0, which suggests the possibility of a zero effect for that variable. Results suggest that most practices implemented to improve student attendance are either understudied, lead to small effects, or both. Implications for practice and future research regarding attendance interventions are discussed.