Truancy
The two terms describe different aspects of absenteeism and encourage different approaches.
First, let’s take truancy, a term that generally refers to unexcused absences. Federal law requires states to track truancy but left it up to states to come up with their own definition. In Maine, truancy is defined as missing:
10 full days of unexcused absences or 7 consecutive days of unexcused absences for students who have completed 6th grade.
7 full days of unexcused absences or 5 consecutive school day of unexcused absences for students who are age 6 who have not completed 6 grade
7 full days of unexcused absences or 5 consecutive school days of unexcused absences during a school year for students enrolled in a public day school at least 5 years of age
With its focus on unexcused absences, truancy naturally leads to an emphasis on students who are missing school without an excuse, skipping school and violating mandatory attendance requirements. Fixing a truancy problem often becomes a question of ensuring compliance, often left to front-office administrators, and in the most severe cases, to the legal system. Some recommend punitive consequences for truancy — such as suspensions, jail time and fines — for children and parents. Some communities and courts have devised effective approaches to reducing truancy, but in other places, punitive efforts are pushing students out of school. To learn more about the truancy process in Maine, check out this recorded webinar from the Maine DOE. You can also find more information on the Maine DOE Office of School and Student Supports page.
Chronic Absenteeism
Chronic absenteeism, on the other hand, incorporates all absences:
The focus is on the academic consequences of this lost instructional time and on preventing absences before students miss so much school that they fall behind. It recognizes that students miss school for many understandable issues such as asthma or bullying or homelessness or unreliable transportation, for which punitive responses are not appropriate. And what helps is working with families to share the importance of attendance and to address the underlying problems that are leading to absenteeism.
Given this broader focus, addressing chronic absenteeism becomes an issue for the entire community. Medical providers can help address health challenges; transit and housing agencies can resolve bus routes and housing stability; volunteers from businesses and faith communities can mentor students and support families. Developing systems and interventions to improve chronic absenteeism also improves truancy.
Chronic absenteeism is commonly defined as missing 10% or more of enrolled school days for any reason. That is 18 days a year and only 2 days a month. JUST 2 DAYS A MONTH ADDS UP!
In 2016, U.S. Education Department’s Office of Civil Rights released data in reported that 13% or 6.5 million students in the US missed 15 or more days of school during the 2013-14 school year. In the 2020-21 school year, at least 10.1 million students nationwide were chronically absent. National non-profit, Attendance Works, shares national data and policy briefs on their website.
During the 2021-2022 school year, over 48,000 Maine students were chronically absent according to the Maine DOE data dashboard; that's more than one in four Maine students.
Taking a systematic, data informed, non-punitive approach that draws upon insights from students, families, teachers and community partners is what leads to strategies that can improve attendance and achievement.
To read more about chronic absenteeism, head to Research or Attendance in the News.
