Ms. Chang also said high school numbers may be undercounted because kids show up for one period, then skip out. Of course, that’s not exactly a new practice, as I remember from my own high school days 1970–73, although I never did it myself.
Groups “disproportionally” affected were Native American, Latino, and black students; two-thirds were Latinos. And there was “an enormous increase” among English-language learners. “Something happened during the pandemic that really affected our ability to communicate with them.” She said she was concerned the belief things would get back to normal after COVID “really was not the case.”
As to solutions, he said “we try to immerse ourselves in their lives and really kind of get to the root problem.” That includes having employees “dedicated to working with families and having those conversations.”
Ms. Chang cited successful programs in Connecticut, which found, “Sometimes it’s a light touch” that is needed to connect the student with the teacher. And, “Once a school or a district has over a certain percentage of kids who are chronically absent,” they mobile a special team with a multi-tiered approach. Tier One makes sure “school’s a fun place.” And Tier Two is “support for the kids who need something more.”
Another approach has teachers visit students’ homes. “It’s a fabulous program of teachers doing home visits.” But “teachers were exhausted and tired and didn’t necessarily have the bandwidth. So they used their data to figure out where they needed to expand resources.”
Next came up Ofelia “Sofi” Ryan, of the Association of Pupil Services and Attendance Counselors, to talk about the “techniques” used in the Los Angeles Unified School District. “In L.A., we are child welfare and attendance counselors,” she said. They do “a lot of reviewing data so that we can do the interventions. And as child welfare and attendance counselors we do home visits, whole child assessments, family support, linkages to basic needs or anything that the family may need to ensure that we address all the barriers that are preventing the children from being in school.
“And very importantly, the pandemic opened everybody’s eyes and highlighted child welfare and the need to have students addressing family structure and student needs. Because we learned during the pandemic that many children [didn’t have] an English speaker taking care of them. For example, we had parents who left home at four in the morning to return about 11 o'clock at night because they have two jobs. And pretty much, there is someone that the child may reach for an emergency, but not someone who can supervise and provide support.”
School choice lets parents better fit the school to the student. A kid interested in music, for example, would attend a music-centered school. Doing so obviously would increase attendance above a standard-issue school the student found boring.
Conclusion: Choice Needed
On a personal note, I’m fond of my years attending the public Wayne-Westland Community School District in Michigan from 1960 to 1973. In high school, I missed only three days, all due to illness. But I was bored through most of it. Because my name starts with “S,” I was stuck in the back row. But I never had to do homework at home, because I always finished it in class.In my senior year, they merged the calculus class I was taking with another, lower-level math class. The great teacher became so exasperated trying to teach two classes at the same time, he quit and went to work at the Ford factory. It would have been so much better if I, and my parents, had the choice of attending a school dedicated to more rigorous academics.
Give kids programs more suited to individual needs, and they’ll be more likely to show up in the first place.
