Chronic Absence in the Sacramento City Unified School District

You are here: Home Our Work Projects Chronic Absence in the Sacramento City Unified School District

Chronic Absence in the Sacramento City Unified School District

Chronic school absence is associated with a number of poor outcomes for students, schools and communities. Since 2012, CRC-affiliated faculty member Nancy Erbstein and CRC staff (currently Stacy Shwartz-Olagundoye) have worked with the Sacramento City Unified School District (SCUSD) and other community groups to understand and address the causes of chronic school absenteeism. Together, they have generated a series of briefs aimed at quantifying and analyzing the problem, and pilot ways to reduce chronic absenteeism in the SCUSD district and beyond. This work has been conducted with generous support from The California Endowment and the Sierra Health Foundation.

Empty schoolWhat does it mean to be a chronically absent student? Chronically absent students are those missing at least 10% of school days in a school year.  Unlike truancy rates, which are based only on unexcused absences, chronic absence rates account for all school absenteeism.  In recent years, scholars have identified chronic absenteeism as a factor associated with poor school performance, the loss of school funding (which, in California, is based on students’ average daily attendance, or ADA), and a variety of other negative outcomes for young people and their communities.  California’s recently adopted Local Control Funding Formula (LCFF) encourages districts to track chronic absence as a metric of pupil engagement and school climate.  For more information on the LCFF see http://www.cde.ca.gov/fg/aa/lc/.

Tackling chronic absenteeism: Work on this project is ongoing. Results are being reported in phases.

PHASE I Identified chronic absenteeism patterns in the SCUSD in the 2010-2011 school year in five issue briefs.


PHASE II Examined attendance patterns over a period of 3 school years (2010-2013), and explored district-generated information about student and family experiences of both attendance barriers and motivators. The findings are reported in six briefs.


PHASE III Provided school level data analysis from Chronic Absence Learning Collaborative sites for 2014-2015, to inform 2015-2016 pilot prevention and intervention strategies.

Download the final Chronic Absence report here.
Download the Executive Summary only here.

PHASE IV Provided district, school and community recommendations based on 2015-2016 school and district attendance promotion activities and developed a template to support school and district planning.

Download the Phase IV report here.

Download the Executive Summary only here.

Download the Multi-tiered Attendance Support System [(MASS) planning template] and an [example]. The template reflects tiered levels of support (universal, strategic, and intensive) and research-based categories of support for school attendance.   Consider using this tool in several stages:

1. document existing efforts explicitly focused on attendance monitoring and promotion;

2. identify existing resources that could be marshaled to support attendance;

3. identify gaps, assess how to fill them and use the assessment to inform school site planning, budgeting, communication with partners and district office feedback;

4. use the system documentation to support implementation, reflection, and modification.

PHASE V (ongoing 2016-2017) is scaling up activities to an additional fifteen school sites.

For more information about this research, please contact Nancy Erbstein at nerbstein@ucdavis.edu. To learn about SCUSD efforts to address chronic absence please contact Ken McPeters at tel. 916-643-7941 or kenmcpeters@scusd.edu; and Jacqueline Rodriguez 916-643-9141 or Jacqueline-rodriguez@scusd.edu.

In This Section


Explore projects of the CRC and related work by Center affiliates. Click on an Initiative to see work in that category.