School Attendance Grade K-5
Ages 6-12 (School Age)
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 82% of the county’s total K–5 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 elementary school (grades K–5) students who attended less than 95% of school days—reflects chronic absence based on attendance reported at the Second Principal Apportionment (P2) date of each district’s school year. It includes students missing approximately nine or more days for any reason.
Why is this important?
School attendance is a key indicator of academic success, long-term opportunity, and overall well-being. Regular attendance is closely linked to higher achievement, high school graduation, and future employment prospects. Chronic absence—missing significant amounts of school for any reason, including illness, family issues, or disengagement—can disrupt learning, particularly in the early grades when foundational skills are being developed. Students from low-income households are disproportionately affected, with higher rates of chronic absence that often reflect systemic barriers such as housing instability, health issues, and limited access to transportation. Frequent absences not only hinder individual student progress but also impact classroom instruction and peer learning. Promoting consistent school attendance is essential for ensuring equitable educational outcomes and lifelong success.
What strategies can make a difference?
These evidence-based and best practices are used across the country to improve school attendance:
- Family and Community Engagement: Raise awareness about the importance of regular attendance through education, outreach, and family engagement efforts. Use culturally and linguistically appropriate materials and communication channels, and adopt school-based solutions like uniform closets, walking school buses, and mentoring programs to reduce barriers.
- Early Identification and Intervention: Provide personalized outreach and support as soon as attendance issues arise—ideally before they become chronic. Engage families as partners in identifying and addressing root causes of absenteeism, using data-informed approaches starting in kindergarten.
- Home Visits and Wraparound Services: Utilize community outreach staff to conduct home visits for chronically absent students, assess needs, and connect families with appropriate resources. Interventions may include referrals to counselors, social workers, or health providers, depending on the situation.
- Supportive School Climate: Foster a safe and welcoming school environment through anti-bullying programs, strong family partnerships, collaboration with health and community organizations, and the use of positive reinforcement strategies to celebrate attendance gains.