The Office of the Superintendent of Public Instruction (OSPI) recently released statewide data on chronic absenteeism. OSPI defines chronic absenteeism as missing 10 percent or more of school days, or 18 or more days of the 180-day school year, excused or unexcused. 
I was surprised to see Northshore’s chronic absenteeism rate at just under 12—11.97 percent in 2014-15, to be precise, and consistent with rates from 2013-14 (11.59 percent) and 2012-13 (11.08 percent). That was much higher than I would have expected.

While I took some comfort in knowing that Northshore’s rate was still below the state average of 16 percent, I find these figures troubling.
One of the reasons they trouble me is that when the data are further unpacked, it shows that chronic absenteeism is not evenly reflected across all student groups. Namely, the student groups with some of the highest persistent averages of chronic absenteeism tend to be the same student groups that persistently do not perform—on average—at the same level as the district as a whole on a range of performance measures.

I want to be careful not to draw or presume unwarranted conclusions from this information, and OSPI’s data does not provide a level of detail that would enable any valid conclusions about causal relationships between attendance and performance for any individual student or group of students. And clearly there are completely valid and necessary reasons for students to be absent from school. An important first step to positively impacting achievement for every student is to be regularly present for high quality instruction. That’s a tough hill to climb for the 2,500 of our 21,000 students who are not present 18 or more days of the school year.

I haven’t come up with any recommendations or solutions as a result of this data, but I did want to share it to create context and awareness as one of the many complex dilemmas we face in helping all students maximize their potential and achieve at high levels. Across the district we have staff members and community partners who work with families every day to overcome a range of barriers that affect students’ education, attendance being one of them. I hope that sharing this information will generate some thoughtful dialogue around a real challenge faced by our schools and families every day to serve all students well.

On a personal note, I want to thank the many staff, parent and community members who have offered congratulations for my acceptance of the Northwest Educational Service District superintendent position. This opportunity is clearly a bitter sweet moment for me because I have nothing but the highest levels of respect and regard for the Northshore School District, the greater Northshore community, and our incredible students, staff and families. I will forever be the number one champion and cheerleader for Northshore schools.

Larry Francois is the Northshore School District superintendent.