@EdWorkingPaper{ai26-1628,
title = "School Impacts on Absenteeism in the High School Grades following the COVID-19 Pandemic: Identifying School Factors and Strategies for Improvement",
author = "Meril Antony, William Delgado, Francisca Giuliani, Elaine Allensworth, Marisa de la Torre",
number = "1628",
year = "2026",
month = "October",
URL = "http://www.edworkingpapers.com/ai26-1628",
abstract = {Chronic absenteeism has increased sharply in U.S. high schools following the COVID-19 pandemic, with Chicago Public Schools (CPS) mirroring national trends. Although student attendance has long been recognized as a critical factor in academic success, persistently high chronic absenteeism rates among high school students necessitate a closer examination of which school-based strategies have been effective in re-engaging with students and improving attendance in the post-pandemic context. This study employs a sequential mixed-methods design, integrating attendance value-added modeling with qualitative interviews to identify and describe practices used in four CPS high schools that have higher-than-expected attendance rates. Key strategies across the schools include frequent and timely family outreach, close monitoring of attendance data, academic recovery opportunities paired with clearer expectations for student effort, and intentional efforts to elevate student voice and cultivate safe, supportive school climates. Quantitative analyses across CPS high schools show that creating supportive school environments and contacting families quickly after student absences are all positively associated with school attendance value-added. The study contributes evidence on school-level practices associated with improved attendance outcomes.},
}