Perspectives: Out-of-School Programs’ Role in Reversing Chronic Absenteeism

This article originally ran in FutureEd and is authored by Emma Banay, portfolio manager, Inspired Minds at Overdeck Family Foundation; Hedy Chang, executive director of Attendance Works; and Jodi Grant, executive director of the Afterschool Alliance.

In the wake of January’s disappointing National Assessment of Educational Progress results, one finding stands out: students who miss the most school have the worst outcomes. This isn’t surprising—kids who aren’t in school miss critical instruction, making it harder to achieve grade-level skills and knowledge. But the troubling NAEP performance underscores the reality that chronic student absenteeism remains a major threat to post-pandemic academic recovery.

A growing body of research shows that chronic absenteeism—defined as students missing 10 percent or more of the school year—affects learning for all kids, making it harder for teachers to create engaging classroom experiences and provide consistent instruction for both absent and non-absent students. In surveys, 76 percent of state and district leaders cite chronic absenteeism as a leading concern, and 14 states and the District of Columbia have committed to cutting their absenteeism rates in half within five years. Leaders are assembling the key players necessary to address this complex issue, from parents and teachers to school administrators and community partners. But there’s an essential partner at risk of being overlooked: the out-of-school-time providers that serve kids and families through opt-in programs before school, after school, and during the summer.

Reversing absenteeism isn’t just about getting kids in the door; it’s about keeping them engaged once they’re there so they’re more likely to return. And that’s where out-of-school-time programs excel. Research shows that participation in high-quality afterschool programs can reduce school-day absences. A national report on 21st Century Community Learning Centers, a program that primarily serves nearly 1.4 million students attending high-poverty, low-performing schools, found that approximately three in five previously chronically absent students improved their school-day attendance after participating.

These programs work because they address a core reason students disengage from school: it doesn’t feel relevant to their lives, and they feel disconnected from the adults at school.

High-quality out-of-school programs address the problem in three ways: they make learning exciting and fun by offering hands-on experiences; they provide students the opportunity to explore topics they care about; and they give students mentorship from trusted adults.

Kids in after-school programs learn plant science and nutrition by planting gardens and cooking what they grow. They can improve their STEM skills by building robots and working together to test if those robots can successfully complete challenges like picking up blocks. And they can better understand their role in society by engaging in debate on current events and hearing different perspectives.

At the same time, 78 percent of parents report that afterschool programs help students build positive relationships with caring adults and mentors. They fostered a sense of belonging—a critical factor for attendance.

In Tulsa, Oklahoma, The Opportunity Project, a partner of the Afterschool Alliance and an intermediary organization that works with over 40 out-of-school time organizations across the region, found that students who participated in afterschool or other learning opportunities after the school day were 43 percent less likely to be chronically absent. When asked to explain the connection, Tulsa Public Schools Superintendent Dr. Ebony Johnson credited afterschool programs with getting students excited about learning, which promoted in-school attendance.

In the District of Columbia, the summer program run by the non-profit Horizons Greater Washington enrolls K-8 students who qualify for free and reduced-price meals from over 70 local schools for five weeks of intensive hands-on learning, swim instruction, and field trips. District of Columbia Public Schools (DCPS) data revealed that 84 percent of students who participated in the Horizons program in the summer of 2021 subsequently attended school regularly during the 2021-22 school year, compared to 58 percent of DCPS students as a whole. The organization found that 70 percent of summer program participants make significant learning gains, entering the next school year at or above grade level in math. Horizons’ executive director, Mike Di Marco, says the sense of belonging and academic progress students achieved during the summer were important factors in students’ improved school-year attendance.

Yet, at a time when policymakers are making tough budget decisions, out-of-school programs are at risk of getting cut. That would be a mistake. The programs give students a reason to come to school by offering engaging and enriching activities that kids enjoy and want but may be harder to implement during the school day. If states are serious about reducing chronic absenteeism, they should see out-of-school programs as essential partners, not expendable extras.

Header image courtesy of Ashton Bingham on Unsplash