Table Of Content

REPORT TO THE LEGISLATURE UPDATE: Truancy Report 2018 Authorizing legislation: RCW 28A.225.151 Tennille Jeffries-Simmons Assistant Superintendent of System and School Improvement at OSPI Prepared by:  Krissy Johnson, Attendance Program Supervisor [email protected] | 360-725-6045 TABLE OF CONTENTS Executive Summary ................................................................................................................................................................... 3 Background .................................................................................................................................................................................. 4 Revised Absence Rules ....................................................................................................................................................... 4 Student-Level Data Collection ......................................................................................................................................... 4 Shift in Practice to Address Attendance ...................................................................................................................... 4 Update Status .............................................................................................................................................................................. 5 Table 1: Grades 1–8 Statewide Truancy Report Totals ........................................................................................... 6 Table 2: Grades 9–12 Statewide Truancy Report Totals ........................................................................................ 7 Table 3: Grades 1–12 Statewide Truancy Report Totals ........................................................................................ 8 Which Students have Higher Rates of Truancy? ....................................................................................................... 9 Figure 1: 2017–18 Truancy Rates by Race and Ethnicity: Percentage of Student Group that Met the Definition of ‘Truant’............................................................................................................................................................ 9 Figure 2: 2017–18 Truancy Rates by Student Group: Percentage of Student Group that Met the Definition of ‘Truant’......................................................................................................................................................... 10 Which Students Experience Higher Rates of Petitions Filed? ........................................................................... 11 Figure 3: 2017–18 Petitions Filed on Students that Met the Definition of ‘Truant,’ by Race and Ethnicity ................................................................................................................................................................................. 11 Figure 4: 2017–18 Percentage of Truant Students that had a Truancy Petition Filed on them, by Student Group .................................................................................................................................................................... 12 Figure 5: 2017–18 Percentage of All Filed Petitions, by Student Group ...................................................... 12 Figure 6: 2017–18 Percentage of All Filed Petitions, by Socioeconomic Status ........................................ 13 Conclusion and Next Steps ................................................................................................................................................. 13 List of Tables ............................................................................................................................................................................. 15 Table 4: Grades 1–8 Truancy Table Numbers ......................................................................................................... 15 Table 5: Grades 1–8 Truancy Table Percentages ................................................................................................... 16 Table 6: Grades 9–12 Truancy Table Numbers ....................................................................................................... 17 Table 7: Grades 9–12 Truancy Table Percentages ..................................................................................................... 18 Table 8: Grades 1–12 Truancy Table Numbers ....................................................................................................... 19 Table 9: Grades 1–12 Truancy Table Percentages ................................................................................................. 20 2 Executive Summary At the end of each school year, each school district compiles, verifies, and submits summary data on truancy petitions to the Office of Superintendent of Public Instruction (OSPI). The number of truancy petition filings reported to OSPI increased in the 2017–18 school year, from 8,624 to 10,139. Recent changes in the law require school districts and courts to stay petitions and refer students and families to a community truancy board (CTB), a new pathway intended to increase access to community supports through a collective commitment to problem solving with community members. Initially, this increase in truancy filings suggests a positive change. Of the students that met the definition of truant (5 unexcused absences in a month or 10 unexcused absences in a year), 12.5 percent had truancy petitions filed on them. This low percentage of petitions filed on truant students may reflect school system awareness of the negative outcomes of involvement with the juvenile justice system. However, this low percentage may also reflect that students and families who are in need of supports and services, such as those offered by CTBs, are not accessing these supports. Data collected by OSPI also show that American Indian/Alaskan Native (20 percent), Native Hawaiian/Other Pacific Islander (17 percent), Black/African American (14 percent), and Migrant (13 percent) students have the highest rates of truancy or are more likely to be truant. To illustrate this question of which students are accessing the supports of community-based CTB interventions, American Indian/Alaskan Native, Native Hawaiian/Other Pacific Islander, and Migrant truant students have lower rates of petitions being filed. In contrast, White and Asian truant students, as well as truant students with a 504 Plan, have higher rates of petitions filed. Students experiencing poverty appear to have the most disproportionate involvement with the truancy process, as evidenced by the difference in rates of petitions filed on low-income truant students in comparison to their non-low income truant peers. Additionally, low-income students make up 81 percent of all petitions filed, a proportion that is high, although slightly lower than 2016–17, where low-income students made up 93 percent of all petitions filed. The rise in the number of petitions filed indicates that the changes in the law, including the requirement for each district to create a CTB, are reflective of 3 changing practices on truancy. Ultimately, it remains to be seen if this increase in filings and referrals to a CTB result in better attendance and better outcomes for students. Background Over 20 years ago, the Washington State Legislature enacted the Becca Bill in response to the tragic death of Becca Hedman, a chronic truant and runaway, who was murdered at the age of 13. The intent of the law is to unite schools, courts, communities, and families in an effort to overcome the barriers that prevent school attendance. Revised Absence Rules In August of 2018, the Office of Superintendent of Public Instruction’s (OSPI) adopted absence rules became effective. The new Chapter 392-401 of the Washington Administrative Code (WAC) defines an absence and reasons for excused absences, and contains substantial changes to the absence rules. In addition to defining an absence, the rules prohibit the use of the truancy process for tardies. This rule change affects what is considered a common practice in many districts, and could result in alternative approaches to addressing student tardies without relying on court intervention. Student-Level Data Collection In the 2012–13 school year, OSPI began collecting student-level absence data for both excused and unexcused absences. Prior to that, OSPI only collected that data on a combined basis. Shift in Practice to Address Attendance Broadly speaking, OSPI sees a shift across the state regarding attendance. Schools and school districts have directed more attention and resources to attendance. This new focus comes as a response to recent changes in the law, a new focus on chronic absenteeism under the federal Every Student Succeeds Act, and a greater national focus fueled by awareness efforts and a strong research base. This attention extends to examining both excused and unexcused absences, reviewing school policies, providing interventions earlier, and engaging in awareness campaigns about the importance of student attendance from preschool to graduation. Evidence suggests that Washington schools and school districts are moving away from reliance on the court system and focusing more on prevention and earlier intervention to address barriers to attendance. 4 Update Status This is the second year the Office of Superintendent of Public Instruction (OSPI) has collected truancy data at the student level, specifically whether a student has had a truancy petition filed on them. In the 2018–19 school year, OSPI began using the Comprehensive Education Data and Research System (CEDARS) to collect additional details on what occurs after a petition is filed. These data elements include referral to a community truancy board or other coordinated intervention; whether the stay was lifted and the student went to court; if there was an alternate less restrictive disposition; and if they were sent to detention. Beginning next year, OSPI will be able to report this data. Data elements required in this truancy report include: • the total number of unexcused absences, • the number of students with five or more unexcused absences in a month or ten or more unexcused absences in the school year, and • the number of truancy petitions filed with the courts. The expanded tables for grades 1–8, grades 9–12, and all grades include information on enrollment, unexcused absences, truancy petitions, and more. 5 Table 1: Grades 1–8 Statewide Truancy Report Totals 2017–18 2016–17 % % School Year School Year Enrolled at Any Point During -- 696,340 -- 689,466 the School Year # of Students with 1+ 208,024 29.9% 196,136 28.4% Unexcused Absences # of Students with 5+ Unexcused Absences Within 18,403 2.6% 15,931 2.3% 30 Days # of Students with 10+ Unexcused Absences in a 21,209 3% 18,619 2.7% School Year Total Number of Unique 25,799 3.7% 22,888 3.3% Truant Students Percent of Truant Students -- 14.3% -- 13.9% with a Filed Truancy Petition Total Truancy Petitions 3,686 0.5% 3,178 0.5% Reported Source: CEDARS, 10/10/2018. 6 Table 2: Grades 9–12 Statewide Truancy Report Totals 2017–18 2016–17 % % School Year School Year Enrolled at Any Point During 357,248 -- 355,393 -- the Year # of Students with 1+ 173,948 48.7% 173,058 48.7% Unexcused Absences # of Students with 5+ Unexcused Absences 43,575 12.2% 42,081 11.8% Within 30 Days # of Students with 10+ Unexcused Absences in a 51,424 14.4% 49,922 14.0% School Year Total Number of Unique 55,038 15.4% 53,444 15.0% Truant Students Percent of Truant Students -- 11.7% -- 10.2% with a Filed Truancy Petition Total Truancy Petitions 6,453 1.8% 5,446 1.5% Reported Source: CEDARS, 10/10/2018 7 Table 3: Grades 1–12 Statewide Truancy Report Totals 2017–18 2016–17 % % School Year School Year Enrolled at Any Point During 1,053,588 -- 1,044,859 -- the Year # of Students with 1+ 381,972 36.3% 369,194 35.3% Unexcused Absences # of Students with 5+ Unexcused Absences 61,978 5.9% 58,012 5.6% Within 30 Days # of Students with 10+ Unexcused Absences in a 72,633 6.9% 68,541 6.6% School Year Total Number of Unique 80,837 7.7% 76,332 7.3% Truant Students Percent of Truant Students -- 12.5% -- 11.3% with a Filed Truancy Petition Total Truancy Petitions 10,139 1.0% 8,624 0.8% Reported Source: CEDARS, 10/10/2018. 8 Which Students have Higher Rates of Truancy? Figure 1: 2017–18 Truancy Rates by Race and Ethnicity: Percentage of Student Group that Met the Definition of ‘Truant’ 25.0% 20% 20.0% 17% 15.0% 14% 11% 10.0% 8% 7.7% 6% 5.0% 4% 0.0% All Students American Asian Black/African Hispanic/Latino Native Two or More White Indian/Alaskan American of any race(s) Hawaiian/Other Races Native Pacific Islander Source: CEDARS, 10/10/2018. 9 Figure 2: 2017–18 Truancy Rates by Student Group: Percentage of Student Group that Met the Definition of ‘Truant’ 25% 20% 15% 13% 12% 11% 10% 10% 7% 8% 7% 8% 8% 4% 5% 0% Not English English Not Low Low Income Not Migrant Not Special Special Not SectionSection 504 Language Language Income Migrant Education Education 504 Learner Learner Source: CEDARS, 10/10/2018. 10