State Mandates Teachers LIE to Parents—But Considers Communication Important–LOL

This is confusing.  Government claims to get better education there needs to be communication between the teachers and parents. “Students who are missing too much school might be facing mental health issues, poverty and housing insecurity — issues that might seem daunting if not impossible for the school system to tackle by itself.

But relatively simple strategies, such as improved communication with parents via phone calls, emails or postcards, can be effective while costing little, according to a panel convened by EdSource on Wednesday called “Getting students back to school: Addressing chronic absenteeism.” Communication alone can motivate parents to improve their children’s attendance — and it can also help schools understand the causes of chronic absenteeism.” 

But if the student has a mental health or sexual problem, the teachers are mandated to lie to the parents, by omission, about the child’s mental health or physical health.  This is a scam article trying to blame parents for the problems CREATED by government schools and teachers.  How do you trust a teacher you know is lying to you?  This is why we need schools of choice.

Communication with parents is key to addressing chronic absenteeism, panel says

Emma Gallegos, EdSource,  8/29/24  https://edsource.org/2024/communication-with-parents-is-key-to-addressing-chronic-absenteeism-panel-says/718238

Students who are missing too much school might be facing mental health issues, poverty and housing insecurity — issues that might seem daunting if not impossible for the school system to tackle by itself.

But relatively simple strategies, such as improved communication with parents via phone calls, emails or postcards, can be effective while costing little, according to a panel convened by EdSource on Wednesday called “Getting students back to school: Addressing chronic absenteeism.” Communication alone can motivate parents to improve their children’s attendance — and it can also help schools understand the causes of chronic absenteeism. 

“Engagement is mostly free,” said Jessica Hull, executive director of communication and community engagement for Roseville City School District in Placer County. “It doesn’t take any money to sit and listen to the barriers that exist for our families.”

Researchers and educators know what a serious problem chronic absenteeism is, but parents don’t, according to Amie Rapaport, co-director of the Center for Applied Research in Education at University of Southern California (USC). Rapaport calls this the “parent/expert disconnect.”

“If parents don’t know that their children are struggling in school, then they’re not going to be seeking intervention or support for their child,” Rapaport said.

That appears to be what is happening. Rapaport’s research as part of a new USC report on school absenteeism found that fewer than half of the parents of chronically absent students were worried or concerned about it. But research has found that chronic absenteeism can cause a cascade of academic problems for students throughout their schooling.

The pandemic played a role in diminishing parents’ belief that school attendance is valuable, according to Thomas S. Dee, professor of education at Stanford University Graduate School of Education. He said this “norm erosion” has been a national phenomenon.

“Over the past few years, we’ve seen nearly 20 years of test score gains evaporate,” Dee said. “We’ve seen an accelerating youth mental health crisis that’s attested by a declaration from the American Academy of Pediatrics, (and) a rare public health advisory from the U.S. Surgeon General.”

Schools are still seeing the effects of the pandemic on their students, even as federal funding to address those problems is drying up, Dee noted. For schools to address this crisis, they need interventions that are easy to scale and don’t cost a lot of money — and have research to back it.

“I think if I were to encourage people to leave today’s webinar with one piece of information, it’s that most promising (intervention) is low cost, scalable parent engagement through outreach, through texting, through postcards,” Dee said.

The way that educators frame the problem to parents is important, according to Hull. That can mean celebrating when a student who has been absent returns to school. But it can also mean explaining why missing a couple of days each month can take a toll on a student. Avoiding jargon or confusing language is also key.

When confronted with a chronic absenteeism rate that soared to 26% from a prepandemic level of 6%, Roseville City School District began a campaign to educate parents about the importance of attendance. One piece of that was designing an infographic, in parents’ home language, that explained what chronic absenteeism is and the consequences of too many unexcused or even excused absences.

Dee said that the state could also play a role by integrating data about attendance with a text messaging system, for instance, alerting parents that their student is missing too much school.

“But California’s a place that’s put a heavy emphasis on local control, and so it’s down to our many districts and schools to navigate those challenges,” Dee said.

Some schools might see that certain issues — such as school safety, transportation or economic or health barriers — are especially prevalent in their communities, Dee said. Understanding what those issues are from the community is important. That, too, requires parent engagement.

Communication needs to be a two-way street, according to Jennifer Hwang, a Los Angeles Unified parent. LAUSD educators initially brushed Hwang’s concerns aside when she told them her son was struggling with attendance, due to anxiety and neurodivergence. Hwang wishes that her school had simply listened to her concerns when she first raised them.

“It took a while for me to just go in constantly, reach out to the teacher and reach out to the school. If that initial reaction would have been much more helpful, then I don’t think that he would have been as absent as he was,” Hwang said. 

Zaia Vera, an education consultant with Sown To Grown, credits conversations with students for inspiring a novel way of addressing attendance. Students said they were struggling with money and that they needed adults who cared about them. So Oakland Unified conducted an experiment while Vera was the head of social-emotional learning. 

For 10 weeks, the district provided mentors and $50 a week to encourage students to improve their attendance. It paid off with improved attendance that continued well beyond the experiment.

“The key finding here was that the money incentivized the students to come to school, but it was the relationships that they built that kept them there, and coming back,” Vera said. 

Research demonstrates that good relationships with teachers are key for encouraging students to come to school — and so are factors such as the school environment and the quality of instruction, Dee said. 

But Dee cautions schools to not get too overwhelmed trying to tackle all the problems that can exacerbate chronic absenteeism, especially at a time when school finances are tight.

“The notion that (schools) should do all the things seems really problematic,” he said. “I’m seeing things like, ‘Well, maybe to promote attendance, you should fix housing and security or solve the American health/healthare system.’ I think that’s great advice for a state legislator or federal legislator, but not appropriate for districts and schools.”