Connection, Trust, and Learning: Student Attendance in the Middle and High School Grades Following the COVID-19 Pandemic - Couverture souple

Allensworth, Elaine M.; Antony, Meril; Delgado, William; De La Torre, Marisa

 
9780984193318: Connection, Trust, and Learning: Student Attendance in the Middle and High School Grades Following the COVID-19 Pandemic
Couverture souple
ISBN 10 : 0984193316 ISBN 13 : 9780984193318
Editeur : Consortium On Chicago School Research, 2026

Synopsis

This brief summarizes findings from the first year of a multi-year study examining the causes, consequences, and impacts of absenteeism in Chicago in post-pandemic years relative to pre-pandemic years among students in grades 6-11. We focus on the middle and high school grades because these are years when many students show a rise in absences, relative to their attendance in the elementary grades.


Key Findings
  • Absenteeism increased considerably in the wake of the COVID-19 pandemic:
    • More students had very high absence rates, and fewer students had low absence rates.
  • Students’ academic achievement is still strongly related to their attendance.
    • Attendance matters as much as ever: students with lower attendance rates have lower grades and test scores.
  • Schools’ absence rates varied considerably, including among schools serving similar students from similar neighborhoods.
  • School climate is strongly associated with attendance—and the connection is even stronger today than before the COVID-19 pandemic.
    • Student and teacher survey measures most strongly connected with attendance included relationships with peers and teachers; finding value and meaning in classes; sense of safety; and teacher-parent relationships.
Key Takeaways
  • Attendance is still important for students’ learning. Both grades and standardized test scores go up with higher attendance, and down with lower attendance.
  • School climate and culture is connected to attendance—even more so today than pre-pandemic—which shows that schools can and do influence students’ attendance.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Éditeur
Consortium On Chicago School Research
Date d'édition
2026
Langue
anglais
ISBN 10 
0984193316
ISBN 13 
9780984193318
Reliure
Broché
Nombre de pages
40
Coordonnées du fabricant
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