APS Highlight Article

                Chronic Absenteeism and Tardies in the Early Grades

By Mr. Paul Sena, Principal at Sierra Elementary School

On a national average children missed 5 days of school in Kindergarten, 4.5 days in First and Second Grade, and 3.7 days in the Third, Fourth, and Fifth Grade.  Almost 14% of Kindergartens, 12% of  First and Second Grade, and 10% of  Third, Fourth, and Fifth Graders were at risk of absentees:  They missed and average of 12 – 18 days during the school year.  The term used in studies is Chronic Absenteeism but honestly, it should be identified as Habitual Offenders.  Now, I know that sounds harsh but, as a data driven society this too needs to be recognized and improved.  We as a team of educators, parents, children, and a community need to demonstrate concern and make change to improve chronic/habitual absenteeism’s and tardies in the early grades. 

School attendance and punctuality are important factors in school success.  Regular attendance and punctuality are expected of all students and necessary for achieving success.  Classroom work missed can never be made up in a completely satisfactory manner.  The educational value of the class activities is missed forever.  Absences for annual reason such as vacations, hunting, and family visiting should be discouraged.  Tardies for such reasons as my alarm clock did not go off, I couldn’t get my children moving this morning, I’m late most of the time anyway, and any late night activity during the school week should be discouraged.    

Inconsistent attendance and tardies in the early grades usually signal symptoms of possible problems in Middle School and High School.  Middle School and High School students place in a chronic category of poor attendance or tardies usually have records indicating problematic behavior in the elementary school years.  Parental responsibility is a key element in attempting to prevent student absenteeism and tardies at the primary and secondary level, and should be implemented as early prevention and intervention for elementary children.  Parents and the community need to not only read about but speak out about their concern of absenteeism and tardies.  An open dialog in the work place, home, church, shopping areas and restaurants is essential to reach out to parents that do not have the opportunity to read about prevention and intervention of absenteeism and punctuality in the early grades.

In summary, punctuality and daily attendance is an integral part of the learning experience and is required of all students to receive maximum benefit of the educational program.  Absenteeism is a barrier that impedes student learning. Tardiness disrupts classroom routines and begins the day in a negative way for the student.  Therefore, one clearly needs to be proactive for early prevention or intervention of absenteeism and tardies in students’ early school years.