Unpacking California's Chronic Absence Crisis through 2024–25

Chronic absence remains far above prepandemic levels and the rate of decline is slowing

Chronic absence rates increased from 12.0 percent in 2018–19 to a high of 30.0 percent (1,799,735) in 2021–22 (Figure 1). In 2022–23, there was a decrease of 5.1 percentage points to a chronic absence rate of 24.9 percent (1,486,302 students), with a similar 4.5 point decrease in 2023–24 to 20.4 percent (1,216,528 students). In 2024–25, chronic absence decreased only slightly, to 19.4 percent (1,143,668 students)—still 7 percentage points above prepandemic levels. This slower rate of reduction reveals an even greater need for persistent and intentional investment in engaging students and families as well as in helping them overcome barriers to getting to school.

Figure 1. Statewide Rates in Chronic Absence From 2017–18 to 2024–25

Nearly half of California schools have high or extreme levels of chronic absence

The data show that the percentage of schools with high (20–29 percent) and extreme (30 percent or more) levels of chronic absence rose from 21 percent in 2018–19 to 75 percent in 2021–22, with a modest decrease to 68 percent in 2022–23, a more substantial decrease to 52 percent in 2023–24, and a much smaller decrease to 47 percent in 2024–25 (Figure 2). While this continued decrease is promising, the percentage of schools with high and extreme levels of chronic absence remains more than double the prepandemic rate.

Figure 2. Percentage of Schools With High and Extreme Levels of Chronic Absence From 2017–18 to 2024–25

Note. Due to rounding, totals may not equal the sum of the displayed percentages.

Chronic absence is most pervasive in the highest poverty schools, where its consequences are also most severe

As the proportion of socioeconomically disadvantaged (SED) students in a school increases, so do the rates of chronic absence (Figure 3). In 2024–25, 67 percent of schools with 75 percent or more SED students experienced high or extreme levels of chronic absence compared to 2 percent of the most affluent schools (those serving 0–24 percent SED students). While the most affluent schools have almost recovered to prepandemic levels, the percentage of highest poverty schools still have more than twice the prepandemic levels of high or extreme chronic absence.

Unfortunately, chronic absence can be especially harmful for SED students, who are more likely to face multiple systemic barriers to regular attendance and have fewer resources to make up for lost learning opportunities in the classroom.13 This makes reducing chronic absence among lower income students imperative. Research from the Learning Policy Institute shows, however, that strategies like community schools can significantly improve attendance and engagement for students attending schools serving higher poverty communities.14

Figure 3. Schools With High and Extreme Chronic Absence Levels by Proportion of Socioeconomically Disadvantaged Students and Year

By count, the largest number of schools with high and extreme chronic absence served elementary students

In 2024–25, 2,350 California elementary schools had high and extreme rates of chronic absence (Figure 4). This is a significant improvement from 3,983 schools in 2022–23 and 2,708 schools in 2023–24—a total decline of 1,633 schools over 2 years and 358 in the past year. However, the large number of elementary schools still with high and extreme levels of chronic absence is particularly concerning given the potential long-term and costly consequences if young students fall behind academically and do not develop habits of regular attendance early in their school careers.15

Figure 4. Number of California Schools With High and Extreme Chronic Absence Levels by School Type and Year

Note. Other = alternative schools of choice, continuation high schools, county community day schools, district community day schools, juvenile court schools, opportunity schools, special education schools, state special schools, and youth authority facilities.

By percentage, high and extreme chronic absence is more prevalent in secondary schools

In 2024–25, 43 percent of middle schools, 54 percent of high schools, and 79 percent of other schools (see note to Figure 5) had high or extreme levels of chronic absence (Figure 5). Although the rate for elementary schools is the lowest at 40 percent, elementary schools account for the largest number of schools with high and extreme chronic absence because they make up the largest share (59 percent) of schools statewide.

Figure 5. Percentage of California Schools With High and Extreme Chronic Absence Levels by School Type and Year

Note. Other = alternative schools of choice, continuation high schools, county community schools, district community day schools, juvenile court schools, opportunity schools, preschools, special education schools, state special schools, and youth authority facilities.

Chronic absence is highest in kindergarten and in high school, with high school rates being most difficult to improve

Prior to the pandemic, kindergarten (including transitional kindergarten) chronic absence was 16 percent—slightly lower than the chronic absence rate for high school. Kindergarten chronic absence more than doubled to 40 percent in 2021–22, dropped to 36 percent in 2022–23, further decreased to 26 percent in 2023–24, and decreased slightly to 23 percent in 2024–25 (Figure 6). Kindergarten attendance is critical because it establishes patterns that persist into the future. High school attendance is also vital because consistent classroom time has positive effects on learning and on graduation rates.16 High school rates of chronic absence, however, have experienced the smallest declines since the pandemic and as of 2024–25 remain slightly higher than kindergarten rates at 24 percent.

Figure 6. Chronic Absence Rates by Grade and Year

Despite small decreases for most groups, chronic absence remains especially high among particular student groups

Figure 7 illustrates that certain groups of students experience much higher levels of chronic absence than others. Groups with the highest rates include students who are involved in the foster care system, experience homelessness, and/or identify as having a disability, as well as Native American, Black, and Pacific Islander students. Although recovery is slow, between 2023–24 and 2024–25, every student group saw a decline in the percentage of students who are chronically absent, with one exception: The group of youth in foster care saw an increase, if slight, of 0.3 percentage points.

Chronic absence both reflects and exacerbates multiple systemic barriers to getting to school these students may already experience. Such challenges to both students and families can include community issues (e.g., lack of access to health care, unreliable transportation, housing and food insecurity) as well as school issues (e.g., bullying, an unwelcoming school climate, biased disciplinary or attendance practices, or lack of meaningful, culturally relevant curricula). These difficulties can affect students’ ability to learn even when they are in class as well as cause them to fall farther behind when they miss valuable instruction time.

The number of students most likely to be chronically absent is one measure; however, it is also important to consider which racial and ethnic groups make up the largest number of chronically absent students. In California, Hispanic/Latino students are disproportionately represented; this group made up 65 percent of the chronically absent students in 2024–25 (739,261 students) and are 56 percent of the student population overall. The next largest numbers of chronically absent students by race in 2024–25 were White students (177,670) and Black students (91,217). White students accounted for 16 percent of chronically absent students while comprising 20 percent of total student enrollment. Black students accounted for 8 percent of chronically absent students while comprising 4.9 percent of overall student population.

Figure 7. Chronic Absence by Student Group

While chronic absence is a major challenge across the state, bright spots can be found in every type of locale in California

Every type of locale (city, suburb, town, and rural) has some level of high and extreme chronic absence, though levels are lower in suburban and rural schools. At the same time, there is a small percentage of schools with less chronic absence, as shown in Figure 8. These data indicate that all community types should recognize the importance of reducing rates of chronic absence, which can be improved in all locales. Data can be leveraged not only to identify potential bright spots but also to offer important insights about what works in specific local conditions. (The Attendance Works toolkit What Works in Our Community offers a guide that can be used for understanding these bright spots.)

Figure 8. Chronic Absence by Locale

Note. Locale data were obtained from the National Center for Education Statistics (see nces.ed.gov/programs/edge/Geographic/LocaleBoundaries).