Nearly one in three students in New York State were chronically absent during the 2022-2023 school year, according to a report from the New York State Comptroller’s Office, highlighting the persistent impact of the COVID-19 pandemic on school attendance.
The report, issued in October, found that chronic absenteeism rates, defined as students missing 10 percent or more of school days, have surged since the pandemic. The sharp increase, which began during the shift to remote learning, has shown little improvement as students returned to classrooms. In the 2021-2022 school year, absenteeism spiked to 32.6 percent, compared to pre-pandemic rates of around 18 percent.
State Comptroller Thomas P. DiNapoli emphasized that absenteeism has far-reaching consequences, from academic performance to access to essential services, particularly in high-need school districts.
“Chronic absenteeism has been linked to lower grades, lower test scores, and an increased risk of dropout. It also limits access to critical services like nutritional programs and specialized support for students with disabilities,” DiNapoli stated.
High-need schools and vulnerable students hardest hit
The report paints a concerning picture for high-need districts, where absenteeism rates are significantly higher. Large cities such as Buffalo, Rochester, Syracuse, and Yonkers had the highest absenteeism rates, with 64.2 percent of high school students missing substantial instructional time. Charter schools, also disproportionately affected, saw absenteeism rates of 52.1 percent.
High-need rural and urban-suburban districts similarly struggled. Rural areas saw a 33 percent absenteeism rate, while urban-suburban districts reached 40.9 percent. By comparison, low-need districts reported much lower rates, at 13.4 percent.
Racial disparities are also evident. Black and Hispanic students experienced much higher absenteeism rates than their White and Asian peers. In the 2022-2023 school year, 46.4 percent of Black students and 43.7 percent of Hispanic students were chronically absent, compared to just 24.7 percent of White students.
Pandemic’s lasting effects
While schools have largely returned to normal operations, the lingering effects of the pandemic are clear. The transition from remote to in-person instruction brought significant challenges, with students and families struggling to readjust to pre-pandemic attendance expectations. Health concerns, transportation issues, and family dynamics—often exacerbated by the pandemic—continue to affect attendance.
“Many parents and caretakers, especially those with economically disadvantaged backgrounds, face obstacles like unreliable transportation and long work hours that make consistent attendance difficult,” the report noted.
The challenge is even more acute for students with disabilities and English language learners. In large city high schools, 71.2 percent of students with disabilities were chronically absent during the last school year.
Federal and state initiatives
Efforts to combat chronic absenteeism have been prioritized at both the state and federal levels. The Biden administration, through the U.S. Department of Education, has urged states to invest remaining pandemic relief funds in strategies to improve student attendance. Some states, including New York, have integrated absenteeism metrics into their accountability plans under the federal Every Student Succeeds Act (ESSA).
At the state level, New York has launched the “Every Student Present” campaign, which aims to raise awareness of chronic absenteeism and encourage early intervention. However, the report suggests that more work is needed to reduce the absenteeism crisis, especially in high-need districts.
Despite some efforts to improve attendance, the report concludes that more targeted actions are needed to address the root causes of absenteeism. Schools are encouraged to strengthen engagement with families and communities, as well as utilize data to track and support at-risk students.
“There’s no one-size-fits-all solution to this problem,” DiNapoli said. “We need to address the issue one student at a time, with a focus on those communities where the need is greatest.”
As New York continues to recover from the pandemic’s disruptions, addressing chronic absenteeism remains a critical step in improving educational outcomes and closing achievement gaps.
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