Rethinking Attendance: School Culture and Engagement in Chicago Schools

Chronic absenteeism in Chicago Public Schools (CPS) has risen sharply since the COVID-19 pandemic, with rates nearly doubling from 24% in 2019 to 45% in 2022 and remaining high through 2024. Research has outlined the consequences of chronic absenteeism, as students who miss school face significantly greater risks of academic difficulty compared to their peers who attend consistently. This qualitative study examines school- and neighborhood-level practices and policies related to student attendance among grades 6–11 in Chicago. Drawing on 15 semi-structured interviews with principals, counselors, social workers, and attendance clerks across 10 Chicago schools, this study explores how school staff interpret post-pandemic absenteeism trendsand what strategies they have implemented in response. Building on quantitative research from the UChicago Consortium on School Research, findings reveal three primary drivers of post-pandemic absenteeism: deteriorating student mental health and social anxiety, fears related to immigration enforcement (ICE), and structural transportation barriers. In response, schools employed a rangeof practices including data-driven attendance monitoring, student-adult mentorship, revised grading policies, family outreach, and community school supports. Results suggest that effective attendance interventions must be carefully designed and contextually responsive to balance student motivation with equity and accessibility. Additionally, successful strategies require sustained institutional capacity. This study contributes Chicago-specific qualitative evidence to the literature on chronic absenteeism and offers actionable recommendations for school practitioners and district policymakers.