Beyond Attendance Data: Reframing Chronic Absenteeism Through a Whole-Child Lens
Districts across the country are rethinking how they approach attendance, recognizing that compliance-driven policies and attendance data alone often miss the deeper drivers of chronic absenteeism. Forward-thinking school systems are shifting toward more holistic, student-centered engagement models that look beyond seat time to understand what students truly need to succeed.
Take a Sneak Peek:
Beyond Attendance Data: Reframing Chronic Absenteeism Through a Whole-Child Lens
In this 30-minute District Administration Ed Talk, East Central ISD joins SchoolStatus to explore how districts can integrate academic, behavioral, and assessment data to surface hidden patterns behind absenteeism. Drawing on real-world district practices, including East Central ISD’s approach, they share how cross-department collaboration and aligned data use can lead to more effective, equitable attendance strategies.
Joining District Administration & SchoolStatus to learn:
- Why Attendance Data Alone Falls Short: How combining academic, behavioral, and assessment data reveals the root causes of chronic absenteeism—and where districts should look for early signals
- From Punitive to Proactive Engagement: Strategies leading districts like East Central ISD use to shift from compliance-based attendance policies toward student-centered systems that support engagement and well-being
- Aligning Teams for Greater Impact: What district leaders can do to break down silos, align resources, and implement coordinated interventions that improve attendance and student outcomes
Meet the Speakers
Meredith Powell is a San Antonio, Texas native and a graduate of UT San Antonio, where she earned her bachelor’s degree in psychology with a focus on students with disabilities. She later received her master’s degree in educational administration from Texas A&M University–San Antonio. Meredith has spent most of her career in East Central ISD as a teacher, instructional coach, program facilitator, and now serves as the project manager for the AWARE grant in partnership with Communities in Schools- San Antonio. She is passionate about supporting the whole child and using data to guide small, intentional actions that improve student attendance. As a wife and mom of three young children, her own kids continually reinforce the importance of the work schools do to support students and families.
Dr. Kara Stern has seen school from just about every angle: high school English teacher, middle school principal, fellowship director for math and science teachers across New York City, and head of school at a rural N-12 school. That breadth is what she brings to her work at SchoolStatus, where she writes, speaks, and challenges educators to build the kinds of school communities where every student thrives. She holds a Master’s in Education Leadership from Teachers College and a Ph.D. in Teaching and Learning from NYU.