Listening Beyond the Data: Community-Responsive Approaches to Chronic Absenteeism

Chronic absenteeism, worsened by COVID-19, continues to hinder educational equity, disproportionately impacting marginalized communities. Defined as missing 10% or more school days, it is linked to lower academic achievement and future opportunities. Many school districts use nudge letters, a behavioral economics-based intervention, to improve attendance. This study evaluates their effectiveness as a standalone Tier II strategy within a multi-tiered support system (MTSS) in diverse urban elementary schools in California. Using a Difference-in-Differences (DiD) approach, two years of absenteeism data were analyzed, comparing students who received nudge letters to those who did not. Findings suggest that while nudge letters increase awareness, they do not reduce absenteeism alone. The study underscores the need for culturally responsive, multi-faceted interventions addressing socioeconomic and structural barriers. Future research should explore the combined effects of various strategies and the long-term impact of behavioral interventions on attendance outcomes.

Kirstin Northenscold – Evaluation Coordinator, Data and Impact Center for Excellence, San Diego County Office of Education