Chronic Absenteeism Targeted in Rochester Schools Strategy

ROCHESTER, MN (KROC-AM News) - With the start of the new school year, Rochester Public Schools have implemented new strategies aimed at curbing chronic absenteeism.

During a recent appearance with Andy Brownell on Rochester Today at News-Talk 1340 KROC-AM and 96.9 FM, Rochester School District Superintendent Kent Pekel at discussed the problem and the steps being taken by the school system to address it.

Click below to hear the entire interview.

Pekel said chronic absenteeism was already a growing problem prior to the COVID-19 pandemic, but it "exploded" as students were locked down and forced to attend classes online. He added that it continued even after schools reopened and students returned to the classroom. Last year, more than 35% of Rochester Public Schools students were considered chronically absent.

In Minnesota, that label applies to students who are absent 10% of the time, which, according to Pekel, equates to missing about two days of school each month. He said the definition applies not only to students who miss entire days of school, but also to those who skip enough classes to miss 10% of their learning time.

Surprisingly, Superintendent Pekel said the school district has found itself in the position of having to "make the case" to students and parents that attendance is important. Another factor impacting attendance is the number of students—sometimes with parental approval—who choose not to attend because they feel they need a "mental health day."

Pekel said the strategy being employed by the district is three-tiered and resembles a pyramid. At the base, all parents and students will receive messages about the importance of attendance. Students in the middle tier will be offered some "lighter touch" solutions if they are struggling with attendance. At the top level, more direct interventions are planned for students with serious attendance issues.

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Superintendent Pekel also used his regular appearance on Rochester Today to discuss the district’s rebranding effort and his involvement in a statewide commission studying how Minnesota should distribute compensatory funding directed to schools with significant numbers of students from low-income households.