Promising Pandemic Recovery in Learning, Yet Persistent Absenteeism Remains

Pandemic Recovery in Learning, but Chronic Absenteeism Remains a Persistent Problem

According to a recent study, students in the United States have made significant strides in recovering from the learning loss caused by the pandemic. However, chronic absenteeism continues to be a pressing issue, particularly in certain states.

Learning Achievement and Pre-Pandemic Levels

Research conducted by Harvard University’s Education Policy Research Center and Stanford University’s Opportunity Project reveals that students have regained approximately one-third of the math and reading learning they missed during the pandemic. This is a positive trend compared to the average loss of one year’s worth of learning in math and reading for students in grades 3 to 8.

However, the study emphasizes that despite these improvements, students have not yet returned to pre-pandemic levels of learning. Only Alabama has surpassed pre-pandemic math achievement levels, while Illinois, Louisiana, and Mississippi have achieved this in reading. Most states are still striving to reach pre-pandemic levels of achievement and emphasize the need for continued efforts.

Decreasing Chronic Absenteeism and Lingering Concerns

A study conducted by the American Enterprise Institute (AEI) predicts a decrease in chronic absenteeism rates in 33 out of 39 states from 2022 to 2023. However, the average chronic absenteeism rate in 2023 is expected to be higher than in 2019, indicating that the issue of chronic absenteeism remains a cause for concern.

Chronic absenteeism has been linked to negative outcomes for students, including increased risk of academic disruption. It also poses challenges for teachers in maintaining the overall progress of the class when absent students return. The study highlights that chronic absenteeism is more prevalent in high-poverty areas, exacerbating existing inequalities.

The Role of Family and Cultural Factors

The study emphasizes the importance of family involvement in supporting students’ learning recovery. Many parents underestimate the impact of the pandemic on their children’s learning. To address this, the study suggests that schools inform parents when their child’s math or English performance is below grade level, and encourage them to enroll in summer learning programs, tutoring, or after-school programs.

Improving cultural awareness and emphasizing the importance of daily attendance are essential to addressing chronic absenteeism. Confusing patterns and disruptions during the pandemic contributed to increased absenteeism rates. Low-cost options such as text messages or email campaigns can increase parental involvement, while higher-cost options like home visits can have a more significant impact. Public awareness campaigns led by elected officials, employers, and community leaders are also recommended to reduce student absenteeism.

Investment, Intervention, and Patience

Both studies emphasize that there is no one-size-fits-all solution to address learning loss and chronic absenteeism. Success requires increased investment, proactive intervention, and patience. While high-cost options can only reduce chronic absenteeism by a small percentage, every effort is crucial in ensuring that all students receive a quality education.

As federal government relief funds for COVID-19 are set to expire soon, swift action is necessary to provide the necessary support to students and schools in their journey towards learning recovery.