Missing School, Missing Out: How Chronic Absenteeism is Hurting Oklahoma’s Students

In classrooms across Oklahoma, teachers are facing a growing problem: students simply aren’t showing up. "It’s like trying to build a house with half the bricks," one teacher described, explaining the difficulty of helping students succeed when they miss weeks of school. Chronic absenteeism—defined as missing 10% or more of the school year—has surged since the pandemic, leaving many students behind. The effects are being felt not just by those who are missing school, but by entire classrooms, where learning grinds to a halt as teachers adjust to accommodate students who are struggling to catch up.

This issue isn’t limited to Oklahoma—as shown in the data below, schools across the nation are seeing an increase in students missing significant amounts of school. Nationally, chronic absenteeism rates jumped from about 15% before the pandemic to 28% during the 2021-2022 school year, and only slightly decreased to 26% in 2022-2023, according to a report by the American Enterprise Institute (AEI). This surge in absences, now referred to as "education’s long COVID," is one of the most persistent and troubling issues to emerge from the pandemic.

Data Sources: Oklahoma State Report Card Chronic Absenteeism Indicator; Long COVID for Public Schools Report by AEI

Oklahoma has seen a similar rise. Before the pandemic, the state’s chronic absenteeism rate stood at 14%, but by the 2022-2023 school year, it had spiked to 20%. This rise is particularly concerning because absenteeism is strongly linked to lower academic achievement. Data from the Annie E. Casey Foundation shows that students who are chronically absent are significantly more likely to fall behind in reading and math, placing them at greater risk of long-term academic failure.

Katie Rosanbalm, a psychologist at Duke University, explains in an article in The New York Times how the pandemic fundamentally shifted the culture of school attendance: “Our relationship with school became optional”. The pandemic severed the habit of daily attendance for many students, a pattern that has been difficult to reverse even as schools have reopened. This shift is especially harmful for vulnerable students, who are now at even greater risk of falling behind.

Some student groups have been hit harder than others by the rise in chronic absenteeism. As shown in the data below, in Oklahoma, chronic absenteeism among Black students soared to 31% during the 2021-2022 school year, up from 20% in 2019—an alarming increase of 11%. Hispanic students also experienced a similar rise, with absenteeism climbing from 15% in 2019 to 24% in 2022.

Data Source: Oklahoma State Report Card Chronic Absenteeism Indicator

Students with disabilities and those from economically disadvantaged backgrounds saw sharp increases as well, as shown the data below. The absenteeism rate among students with disabilities rose from 19% to 24%, while economically disadvantaged students experienced a jump from 17% to 25% during the same period. These sharp increases are troubling because these students were already more vulnerable to academic struggles before the pandemic. Missing school compounds the challenges they face, widening the educational achievement gap.

Data Source: Oklahoma State Report Card Chronic Absenteeism Indicator

Experts stress that chronic absenteeism has become one of the most significant barriers to learning recovery. “If we don’t address the absenteeism, then all is naught,” said Adam Clark, superintendent of Mt. Diablo Unified in California¹.

Data Source: Oklahoma State Report Card Chronic Absenteeism Indicator

Chronic absenteeism doesn’t just affect the students who miss school—it impacts entire classrooms and schools. When students miss large portions of the school year, they fall behind academically, creating a cycle of poor performance and continued absences. Teachers must spend time reteaching material, which slows learning for all students.

Research shows that chronic absenteeism has a direct link to academic proficiency. In Oklahoma, for every 10% increase in chronic absenteeism within a district, math and reading proficiency drop 3-4%, on average. In districts where absenteeism exceeds 40%, student proficiency in core subjects like math and reading often hovers around 10-15%. Without intervention, these students are unlikely to catch up, jeopardizing their long-term educational success and future career opportunities.

Michael Gottfried, a professor at the University of Pennsylvania, has found that high rates of absenteeism negatively impact even the students who do show up. When 10% of a student’s classmates are absent on any given day, that student is more likely to be absent the following day².

Data Source: Oklahoma State Report Card Chronic Absenteeism Indicator

While chronic absenteeism has risen statewide, as shown in the data above, some Oklahoma school districts have made impressive strides in reducing it. These districts offer valuable lessons on how schools can re-engage students and keep them in the classroom:

• Dahlonegah Public Schools saw a dramatic decrease of 24% in absenteeism last year, which Superintendent Steven Cain credits to creating a welcoming and engaging school environment. Dahlonegah’s after-school programs, funded by a 21st Century Grant, offers tutoring, extracurricular activities, and cultural development, keeping students connected to their school. The district also hired a School Resource Officer to make home visits when absenteeism became a concern. "We believe the biggest factor in improving attendance is making our school a loving, caring place where students want to be," Cain said. By partnering with local law enforcement, Dahlonegah created a community-wide approach to reinforcing attendance expectations.
• Valliant Public Schools reduced absenteeism by 22% last year through a combination of fostering a positive school culture and building stronger relationships with families. Superintendent Brandon Frazier highlighted the district’s monthly "Bulldog of the Month" celebrations, where students with perfect attendance were rewarded with prizes like bicycles donated by the community. "It’s improved not only attendance but community support and school morale," Frazier noted. Additionally, Valliant implemented a system where each high school teacher was responsible for a small cohort of students, personally calling home if a student was absent. This personalized attention helped strengthen relationships between teachers and families and provided extra support when needed.
• Bethany Public Schools reduced absenteeism by 9% from 2022 to 2023. Superintendent Reuben Bellows attributes their success to early, proactive outreach. "When we made contact with the family, attendance improved in most cases," Bellows explained. The district reached out to families through letters, phone calls, and meetings early in the school year. They also held multilingual parent meetings to address cultural differences in how families viewed attendance. In extreme cases, Bethany involved law enforcement, though this was always a last resort. This systematic approach—tracking attendance carefully and intervening early—was key to their success.
• Mid-Del Public Schools reduced absenteeism by 7% last year by emphasizing attendance across all schools in the district. Superintendent Rick Cobb pointed to increased parental outreach and incentives for attendance as key factors in their success. "Letting parents of transfer students know that their enrollment could be denied due to attendance was a big motivator," Cobb explained. The district also introduced clear consequences for students with excessive absences, helping to keep attendance on track.

These districts have proven that with early intervention, consistent outreach, and creative engagement strategies, absenteeism can be dramatically reduced. When schools build strong relationships with families and create environments where students feel supported, students are more likely to show up.

National data points to the importance of expanding mental health services as a key strategy for reducing absenteeism. School counselors, psychologists, and social workers play a pivotal role in helping students overcome challenges like anxiety and depression that often keep them out of school. In Oklahoma, where many students face significant mental health barriers, increasing access to these services could be an important next step in the fight against absenteeism.

Quintin Shepherd, superintendent of Victoria, Texas, noted "if kids are not here, they are not forming relationships. If they are not forming relationships, we should expect there will be behavior and discipline issues"³.

Chronic absenteeism is a complex problem and solving it requires a collective effort. Oklahoma’s students need the involvement of legislators, educators, parents, caregivers and community leaders to create an environment where every student has the opportunity to succeed.

As the KIDS COUNT Data Book highlights, addressing absenteeism requires a holistic approach, including academic support, mental health resources, and strong community partnerships. Whether you’re a parent, teacher, or concerned community member, you can help tackle this issue. By working together and implementing proven strategies, Oklahoma can reverse this trend and ensure that every student has access to a high-quality education.