English Learners Surpass Peers in Chronic Absenteeism in California

In four prominent school districts in California, English language learners are presently exhibiting higher rates of chronic absenteeism compared to their counterparts, a stark departure from pre-pandemic trends where this group typically had average or lower absenteeism rates, as per a new study by researchers at UCLA and the University of Pennsylvania.

Initially, in 2016, there was no noticeable contrast in chronic absenteeism rates between English learners and non-English learners. However, by 2021, a significant shift occurred, with English learners now showing more frequent absences than their peers, evident in both raw data and when adjusting for variables like socioeconomic status.

This trend was especially pronounced among older students and those designated as English learners for six or more years.

The study underscores the concerning, albeit small, nature of this shift, particularly concerning the impact of absences on English learners’ achievement in reading and math, as previous research has indicated.

Statewide data from California for the 2022–2023 academic year indicates that the chronic absenteeism rate among English learners was around 28%, a four-percentage-point increase over non-English learners.

In light of the pandemic, chronic absenteeism, defined as missing over 10% of school days annually, surged from 13% in 2017 to 28% in 2022 nationally, disproportionately affecting students of color and those in economically disadvantaged areas, with the trend persisting in 2023 across districts of varying demographics.

“I think our findings really highlight this as an issue that should be looked at with a sense of urgency,” said lead researcher Lucrecia Santibañez. The negative impact of significant classroom absences on test scores and social-emotional learning can be compounded over time, potentially exacerbating existing challenges for this group.

Santibañez, a Mexican mother of three, highlighted her personal experiences that catalyzed her interest in studying Latino populations in schools. Amid the COVID recovery phase, she began receiving feedback from English language development teachers struggling to engage their students and facilitate their return to school.