2000115-Strengthening-Communities-with-Neighborhood-Data

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Using Data for City and Regional Strategies 281 school, district, grade, and neighborhood and, if appropriate, by school feeder patterns. 2. Ensure attendance data are included in longitudinal data systems that promote sharing and tracking of outcomes across agencies. 3. Triangulate chronic absence data with data on health, social, economic, and other community conditions that could shed light on key attendance barriers facing students overall as well as those in certain neighborhoods or particular ethnic, linguistic, or economically vulnerable populations. 4. Educate local stakeholders about how they can share data on attendance while respecting concerns about confidentiality. Explain how confidentiality does not need to be a barrier, especially for looking at data at a systems level—though confidentiality should be ensured when an individual intervention is needed. 5. Convene key stakeholders to help interpret the data and identify the resources that can be leveraged to overcome barriers to attendance. 6. Encourage the use of chronic absence as a common measure to be addressed and monitored across multiple local initiatives, from Promise Neighborhoods to local grade-level reading campaigns. 7. Include chronic absence in the evaluations of local programs and publicize the results in order to expand knowledge of what interventions help to improve attendance and for which populations of students. Conclusion Chronic absence is not created or solved by schools alone. This essay has suggested practical ways for schools, districts, communities, and neighborhood initiatives to tackle this issue. Whatever the level, the strategies begin with understanding the size and nature of the problem through education and other contextual data at various levels: the individual student, the school, the neighborhood, and districtwide. By pairing the analysis with proven interventions, communities can create the conditions that will ensure a next generation of children has an equal opportunity to learn and succeed.
282 Strengthening Communities with Neighborhood Data Notes 1. A school community is defined as the school staff, community organizations, volunteers, students, and families associated with a school site. 2. For tools on calculating rates of chronic absence, see http://www.attendance works.org/tools/tools-for-calculating-chronic-absence/. 3. For more information on September Attendance month, see http://www. attendanceworks.org/attendancemonth/. References Attendance Works. 2010a. “Establishing School-wide Attendance Incentives.” http://www. attendanceworks.org/wordpress/wp-content/uploads/2010/05/incentives.pdf. ———. 2010b. “Understanding the Factors Contributing to Chronic Absence in Your School.” http://www.attendanceworks.org/wordpress/wp-content/uploads/2010/05/ ID-Cont-Factors-DEC-2010-.pdf. ———. 2012. “Does Attendance Really Count in Our School?” http://www.attendanceworks.org/wordpress/wp-content/uploads/2012/06/School-Self-Assessment- Team-Rev-June-2012.pdf Bruner, Charles, Anne Discher, and Hedy Chang. 2011. Chronic Elementary Absenteeism: A Problem Hidden in Plain Sight. Des Moines, IA: Child and Family Policy Center and Attendance Works. Chang, Hedy N., and Mariajosé Romero. 2008. Present, Engaged, and Accounted For: The Critical Importance of Addressing Chronic Absence in the Early Grades. New York: National Center for Children in Poverty, Columbia University. Connolly, Faith, and Linda S. Olson. 2012. Early Elementary Performance and Attendance in Baltimore City Schools’ Pre-Kindergarten and Kindergarten. Baltimore, MD: Baltimore Education Research Consortium. Ehrlich, Stacy B., Julia A. Gwynne, Amber Stitziel Pareja, and Elaine M. Allensworth. 2013. Preschool Attendance in Chicago Public Schools: Relationships with Learning Outcomes and Reasons for Absences: Research Summary. Chicago: University of Chicago Consortium on Chicago School Research. Musser, Martha. 2011. Taking Attendance Seriously: How School Absences Undermine Student and School Performance in New York City. New York: Campaign for Fiscal Equity. Olson, Linda S., Faith Connolly, and Alok H. Kommajesula. 2013. “Family League 2011–12 Out of School Time Programs in Baltimore City.” Baltimore, MD: Baltimore Education Research Consortium. Spradlin, Terry. 2012. Chronic Absenteeism. Research brief. Salt Lake City: Utah Education Policy Center, University of Utah. Spradlin, Terry, Katherine Cierniak, Dingjing Shi, and Minge Chen. 2012. “Attendance and Chronic Absenteeism in Indiana: The Impact on Student Achievement.” Education Policy Brief 10 (2). Bloomington: Indiana University Center for Evaluation and Education Policy. Traill, Saskia, Katie Brohawn, and Chris Caruso. 2013. More and Better Learning: Year One Report on ExpandED Schools. New York: TASC.
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ABOUT THE URBAN INSTITUTE The nonpr
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ESSAY Neighborhood Data and Locally
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412 About the Authors served as dir
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About the Essayists 417 community a
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