School Attendance Grades 6-12
Ages 13-18 (Adolescence)
Note
*: Statistically unstable
Definition – The Second Principal Apportionment (P2) is the second major recalculation of state funding for local educational agencies (LEAs) in a given fiscal year. It reflects updated revenue estimates, ADA (average daily attendance), and other relevant data. The P2 Apportionment is typically certified by the California Department of Education (CDE) in June of each year.
Data not available:
School Year 2019-20 – No data available due to the COVID-19 pandemic.
Sources:
Data Source:
Student enrollment and attendance data were provided by participating San Diego County school districts representing approximately 80% of the county’s total 6–12 student population. While attendance rates vary by individual school and district (data not shown), results are presented in aggregate to maintain confidentiality. Individual district data are included in the overall county-level averages.
What is the indicator?
This indicator—the percentage of middle and high school students who attended less than 90% of school days—measures chronic absence using attendance data from the Second Principal Apportionment (P2) reporting date of each district’s school year. It includes students who missed approximately 18 or more days for any reason.
Why is this important?
School attendance during the middle and high school grades is a strong predictor of school success or failure. Students who attend at least 90% of the time are more likely to perform well academically, graduate from high school, and attain better employment and earnings in adulthood. Consistent attendance also fosters stronger peer relationships and a deeper sense of connection to school. In contrast, chronic absenteeism—regardless of the reason, including illness, truancy, or family-related issues—is linked to lower academic performance, reduced literacy, increased dropout risk, and higher likelihood of delinquent behavior. Ensuring regular school attendance during these formative years is essential for supporting positive educational and life outcomes.
What strategies can make a difference?
These evidence-based and best practices are used across the country to improve school attendance:
- Monitoring and Communication: Establish accurate daily and monthly attendance tracking systems and provide timely feedback to families using multiple communication methods (e.g., multilingual materials, email, internet, and printed notices).
- Family and Community Engagement: Foster strong school-family-community partnerships that emphasize the importance of attendance. Create welcoming school climates that engage parents as active partners in their child’s education and offer home visits to support and connect with families.
- Targeted Student Supports: Improve student engagement and success through tailored interventions such as career academies, service learning, school-to-work programs, technical education, and expanded learning opportunities offered after school and on weekends.
- School Climate and Policies: Implement clear, effective attendance policies supported by strong communication strategies to build shared understanding among staff and families. Train school staff to identify early signs of chronic absenteeism and truancy and adopt anti-bullying and cyberbullying strategies to keep students safe and supported.
- Reducing Barriers to Attendance: Address practical challenges by offering school-based supports like uniform and clothing closets, walking school buses, mentoring programs, and coordinating school calendars district-wide.
- Recognition and Reinforcement: Use positive reinforcement strategies, such as attendance incentives and recognition programs, to encourage consistent school attendance.