Chronic Absenteeism Hits California Kindergartners Hard
Chronic absenteeism among kindergartners in California has reached alarming levels, with reports indicating that students in this age group are missing school more frequently than any other. A recent study released by the Los Angeles-based nonprofit Families in Schools, in collaboration with the Los Angeles Unified School District (LAUSD), reveals that this trend, which defined absenteeism as missing at least 10% of school days, poses significant risks to early literacy and social-emotional development.
While many parents may associate absenteeism with older students, the report highlights that kindergarteners and transitional kindergartners are disproportionately affected. The findings indicate that students who miss school consistently in their early years are less likely to achieve proficiency in reading and math by third grade, particularly impacting English-language learners. The study’s focus on Latino children, who comprise 73% of the LAUSD student population, sheds light on the systemic issues contributing to this challenge.
Through a series of parent focus groups, insights emerged regarding the high absentee rates. Many parents cited illnesses and chronic health issues as reasons for their children’s absences, often not recognizing these as problematic. One parent stated, “I wish the school or district would do a better job explaining what it means to be chronically absent. It’s not clear to me, and I think many other parents are in the same boat.”
The report reveals that during the 2021-22 school year, chronic absenteeism among kindergartners peaked at 40% across California, with LAUSD reporting even higher rates of 59% for transitional kindergarten and 55% for kindergarten. Although absenteeism rates have declined since then, the situation remains concerning. In the 2023-24 school year, 26% of California’s transitional kindergarten and kindergarten students were chronically absent, compared to 16% in the 2018-19 school year.
Despite LAUSD’s efforts to improve attendance, nearly one in three Latino kindergartners remained chronically absent during the latest academic year. Nationwide, chronic absenteeism across all grade levels stood at 23.5% for the 2023-24 school year, nearly double the pre-pandemic figures. Researchers suggest that shifts in cultural attitudes towards in-person learning, alongside mental health challenges and sleep issues, contribute to these high rates.
LAUSD Superintendent Alberto Carvalho emphasized the need to address this issue, stating, “The nation has normalized low levels of attendance in secondary education. But this report details how we have an equally significant problem on the other end of the spectrum.”
Yolie Flores, CEO of Families in Schools, noted that the focus groups revealed a surprising level of parental commitment to their children’s education. However, the challenges often stem from systemic issues, particularly the difficulty young children face when transitioning to formal education. Parents expressed concerns about their children’s emotional readiness and the quality of relationships with teachers. A notable comment from a parent highlighted the impact of negative interactions, mentioning a teacher who yelled, which led to their child refusing to attend school.
In light of these findings, the report includes several recommendations to improve attendance rates. Suggestions include hosting parent workshops to raise awareness about the consequences of chronic absenteeism, implementing grace periods for students adjusting to new schedules, and clarifying school policies regarding illness and attendance.
LAUSD officials plan to build on existing attendance initiatives by introducing interventions for four-year-olds and providing training on non-punitive problem-solving strategies for staff. Carvalho noted that despite challenges, attendance has shown signs of improvement this year, even amid fears among Latino families related to immigration enforcement. The district has intensified its outreach efforts, contacting families most at risk of chronic absence based on factors such as poverty and language proficiency.
Efforts to engage families have included making thousands of phone calls and knocking on doors to remind parents of the importance of regular school attendance. Yet, navigating illness remains a persistent challenge. For example, Dulce Valencia, a mother from San Fernando Elementary School, shared her experience with her kindergartner’s frequent illnesses. She expressed understanding of the district’s goals but emphasized that the health of her child and others must take precedence over attendance.
This issue of chronic absenteeism is part of a broader initiative focused on early childhood education in California, addressing the crucial learning and development needs of children from birth to age five. The insights gleaned from this report underscore the importance of systemic solutions to support families and ensure children receive the education they deserve.
