Attendance

Solving chronic absence: A whole-school approach (Encore)

Jon Moscow Attendance, Black students, Podcast Episode, Remote Learning 00:45:21 Comments Off on Solving chronic absence: A whole-school approach (Encore)

We speak with Hedy N. Chang of Attendance Works, who describes the long-term impact on student success of chronic absence in all grades. Framing chronic absence as a truancy issue can increase alienation from school. Distinctions between excused and unexcused absences can unfairly penalize low-income students and students of color. Chronic absence rates may hit 40% this year. Ms. Chang discusses relationship-based strategies for mitigating absenteeism.

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Looping: It’s all about the relationships

Amy Halpern-Laff Assessment, Attendance, BLACK LIVES, Black students, GENDER, Podcast Episode, School Culture 00:17:30 Comments Off on Looping: It’s all about the relationships

We speak with Dr. Leigh Wedenoja of the Rockefeller Institute of Government about the benefits to students of having a teacher for more than one year. Test scores improve, behavior problems subside, absenteeism decreases. Very few schools have intentional looping policies, but many students have a teacher more than once, especially in middle and high school.

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Solving chronic absence: A whole-school approach

Amy Halpern-Laff Attendance, BLACK LIVES, Black students, Cultural Competency, Diversity, Equity, INTEGRATION, Mental health, Podcast Episode 00:45:00 Comments Off on Solving chronic absence: A whole-school approach

We speak with Hedy N. Chang of Attendance Works, who describes the long-term impact on student success of chronic absence in all grades. Framing chronic absence as a truancy issue can increase alienation from school. Distinctions between excused and unexcused absences can unfairly penalize low-income students and students of color. Chronic absence rates may hit 40% this year. Ms. Chang discusses relationship-based strategies for mitigating absenteeism.

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Identity-focused classes: Experiments in cultural relevance

Jon Moscow Attendance, BLACK LIVES, Podcast Episode, Professional Development, Student voice 00:38:45 Comments Off on Identity-focused classes: Experiments in cultural relevance

We speak with Dr. Emily Penner, who studied the impacts of two programs in which students delved into their respective races, ethnicities, and communities. San Francisco’s was designed for academically-struggling students of a range of ethnicities. Oakland’s was designed for young Black men across academic achievement levels, as part of the district’s “targeted universalism” approach. The results, in both cases, were dramatic.

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