Let’s talk about one of the most persistent challenges in education today: chronic absenteeism.
Re-engaging Students Through Attendance Recovery
Since the pandemic, districts across the country have struggled to rebuild consistent, engaged learning. Despite new initiatives and increased investment, chronic absenteeism remains stubbornly high. In California, for example, rates rose from 12% pre-pandemic to 30% during the pandemic, and while they’ve improved slightly, they still hover around 25% in 2024 (Policy Analysis for California Education).
Yes—there’s been progress. But lasting change will require new, creative ways to re-engage students and repair their relationship with school.
A Promising Path Forward: Attendance Recovery
Attendance recovery (AR) gives students the opportunity to make up for lost instructional time—up to 10 days—by participating in learning activities outside of regular school hours. This might include after-school programs, weekend sessions, or school intersessions.
Done well, AR helps students get back on track academically and emotionally. It also benefits districts by boosting Average Daily Attendance (ADA) and recovering the funding lost to absences.
To qualify for ADA credit, AR programs must be:
- Voluntary participation
- Held outside regular instructional time
- Led by credentialed staff
- Accurately documented and reported
- Aligned with regular school-day content (strongly recommended to secure Curriculum & Instruction Administrator approval)
Bonus: Students can even bank instructional hours ahead of time to offset future absences—helping schools stay ahead of attendance challenges instead of scrambling after the fact.
Why Pair Attendance Recovery with ELO-P?
Integrating AR into Expanded Learning Opportunities Program (ELO-P) activities allows districts to:
- Leverage existing infrastructure and staffing
- Combine and maximize multiple funding streams
- Improve attendance, engagement, and academic results
If you already run teacher-led clubs, you’re well on your way. Start by:
- Identifying which clubs meet AR criteria (or adjusting them to qualify)
- Securing written approval from your Curriculum & Instruction lead
- Tracking attendance to ensure ADA compliance
The Role of Out-of-School Time Programs
Out-of-School Time (OST) programs already operate during the hours when AR can take place. Their flexibility, creativity, and student-centered design make them natural leaders in this work. Whether providing tutoring, enrichment, or social-emotional learning, OST teams can meet funding requirements while keeping students genuinely engaged.
Beyond California
While AR is currently unique to California’s education code, chronic absenteeism is a national concern. Even without a formal policy, OST programs across the country can reclaim lost learning time through high-quality, engaging programming.
We want to hear from you:
- How is your district addressing absenteeism?
- What’s working, and what isn’t?
- How is your OST program contributing to re-engagement?
Let’s Make Every Hour Count
We believe OST should be at the center of any strategy to support student success—whether through AR or other innovative approaches. If your district is exploring what’s possible, we’re here to help.
📅 Webinar: AR + ELO-P Integration – Practical Steps from Districts Blazing the Trail
- Date: Friday, September 12
- Time: 12:00 PM – 1:15 PM
- Location: Zoom
- Register Here
Let’s bring students back—one meaningful session at a time.
Sources:
Yours in Education,
6crickets Team
