Teacher Attendance
Teacher Attendance is measured by student enrollment in a public or charter school in the St. Louis region where more than 30% of full-time teachers are chronically absent. Chronic absenteeism is defined as a teacher missing 10 or more school days in an academic year. In 2015, approximately 37.5% of students in the region attended schools where more than 30% of teachers are chronically absent.
Teacher Attendance Indicator Scores
City of
St. Louis
St. Louis
County
St. Charles
County
St. Clair
County
Data Source: Civil Rights Data Collection, U.S. Department of Education, 2015
What does this score mean?
A score of 100 represents racial equity, meaning there are no racial disparities in the outcomes between black and white populations. The lower the Equity Score, the greater the disparity.
For Teacher Attendance, a score of 100 – a score reflecting racial equity – would mean black and white students are equally likely to attend schools with low chronic teacher absenteeism. It is important to note that for this indicator, equity is not our only goal; we also want to improve outcomes for all.
WHAT DOES THIS ANALYSIS MEAN?
In the City of St. Louis and St. Clair County, black students are more likely than white students to be enrolled in schools with higher rates of chronic teacher absenteeism. Black students are the most likely to be enrolled in schools with higher chronic teacher absenteeism (81%), followed by Asian students (80%). Hispanic students were the least likely to be enrolled in schools with high chronic teacher absenteeism (55%), followed by white students (59%).
If access to engaged teachers were equitable, the number of black students enrolled in schools with lower rates of chronic teacher absenteeism would decrease by:
- 5,811 students in the City of St. Louis, and
- 159 students in St. Clair County.
According to Civil Rights Data Collection, black students are slightly less likely than white students to be enrolled in schools with chronic teacher absenteeism in St. Charles County, and in St. Louis County, black students are about half as likely to be enrolled in such schools.
Why Does Teacher Attendance Matter?
All students deserve to be taught by excellent and engaged teachers. According to the National Council on Teacher Quality’s recent report on teacher attendance: “No matter how engaging or talented teachers may be, they can only have an impact on student learning if they are in the classroom.”
WHICH CALLS TO ACTION FROM THE FERGUSON COMMISSION’s REPORT ARE LINKED WITH THIS INDICATOR?
The Ferguson Commission made the following calls to action related to teachers:
In particular, the Innovative Education Hub would serve as a developmental laboratory for tackling issues such as creating engaging and safe school cultures and strengthening teacher workforce, both of which would address chronic teacher absenteeism.
Questions for Further Investigation:
- Why is there a racial disparity in Teacher Attendance?
- What can St. Louis do to reduce racial disparities in Teacher Attendance?
- What initiatives are currently underway to reduce racial disparities in Teacher Attendance?
How can I learn more about this issue?
In 2014, the non-partisan National Council on Teacher Quality published the report Roll Call: The Importance of Teacher Attendance.
The St. Louis Post Dispatch highlighted the impact of low teacher attendance in a June 27, 2018, article: “Keeping teachers in St. Louis schools is tricky, so district is trying new hiring approach.”
The Missouri Department of Elementary and Secondary Education reported the following statewide trends in their June 2018 Educator Equity Plan: “In high-poverty schools, 17.6% of the teachers are absent 10 days or more. In high-minority schools, 22.0% of the teachers are absent 10 days or more.” St. Louis schools experience much higher rates of chronic teacher absenteeism than other school districts in the state, even when compared to other high-poverty, high-minority school districts.
Teacher Attendance Data
Students enrolled in school districts where more than 30% of teachers are chronically absent
| All | Black | White | Disparity Ratio | Equity Score | |
|---|---|---|---|---|---|
Students Enrolled in Schools with Higher Teacher Absenteeism | 26,474 | 21,750 | 3,058 | ||
Students | 35,006 | 26,837 | 5,149 | ||
Percent of Students Enrolled in Schools with Higher Teacher Absenteeism | 75.60% | 81.00% | 59.40% | 1.365 to 1 | 67 |
Data Source: Civil Rights Data Collection, 2015
Students enrolled in school districts where more than 30% of teachers are chronically absent
| All | Black | White | Disparity Ratio | Equity Score | |
|---|---|---|---|---|---|
Students Enrolled in Schools with Higher Teacher Absenteeism | 53,918 | 12,840 | 33,721 | ||
Students | 140,152 | 50,619 | 71,884 | ||
Percent of Students Enrolled in Schools with Higher Teacher Absenteeism | 38.50% | 25.40% | 46.90% | 0.542 to 1 | 100 |
Data Source: Civil Rights Data Collection, 2015
Students enrolled in school districts where more than 30% of teachers are chronically absent
| All | Black | White | Disparity Ratio | Equity Score | |
|---|---|---|---|---|---|
Students Enrolled in Schools with Higher Teacher Absenteeism | 15,706 | 1,037 | 13,193 | ||
Students | 59,371 | 4,391 | 48,631 | ||
Percent of Students Enrolled in Schools with Higher Teacher Absenteeism | 26.50% | 23.60% | 27.10% | 0.871 to 1 | 100 |
Data Source: Civil Rights Data Collection, 2015
Students enrolled in school districts where more than 30% of teachers are chronically absent
| All | Black | White | Disparity Ratio | Equity Score | |
|---|---|---|---|---|---|
Students Enrolled in Schools with Higher Teacher Absenteeism | 7,264 | 3,014 | 3,312 | ||
Students | 41,235 | 17,185 | 19,936 | ||
Percent of Students Enrolled in Schools with Higher Teacher Absenteeism | 17.60% | 17.50% | 16.60% | 1.054 to 1 | 90 |
Data Source: Civil Rights Data Collection, 2015