What does this score mean?

A score of 100 represents racial equity, meaning there are no racial disparities in outcomes between black and white populations. The lower the Equity Score, the greater the disparity.

For Chronic Absenteeism, a score of 100 — a score reflecting racial equity — would mean black and white children have the same school attendance rates. It is important to note that for this indicator, equity is not our only goal; we also want to improve outcomes for all races.

WHAT DOES THIS ANALYSIS MEAN?

Black students are 56% more likely to be chronically absent than white students. Black students were the most likely to be chronically absent (15%), followed by white students (9.6%). Hispanic students were the least likely to be chronically absent (9.3%). High school students were much more likely to be chronically absent (20.5%) than K-8 students (11.6%). If chronic absenteeism rates were equitable, then 1,336 fewer black students would be chronically absent.

WHY DOES CHronic Absenteeism MATTER?

WHICH CALLS TO ACTION FROM THE FERGUSON COMMISSION’s REPORT ARE LINKED WITH THIS INDICATOR?

The Ferguson Commission’s report states, “Some schools, districts, and states use early-warning data to identify students at high risk for dropping out. These early-warning systems use academic indicators such as course grades, GPA, class rank, behavior marks, and attendance rates […] allowing the schools to intervene before it is too late.” Specific calls to action to address these concerns include:

• Measuring Child Well-Being
• Create School-Based Early Warning Systems

Questions for Further Investigation:

• Why is there a racial disparity in Chronic Absenteeism?
• What can St. Louis do to reduce racial disparities in Chronic Absenteeism?
• What initiatives are currently underway to reduce racial disparities in Chronic Absenteeism?

Chronic Absenteeism Data