Is Oregon doing enough to get students to go to school? – Oregon Public Broadcasting – OPB

Report on Chronic Absenteeism in Oregon and its Implications for Sustainable Development Goals

1.0 Introduction: A Challenge to SDG 4 (Quality Education)

An analysis of Oregon’s public school system, informed by a 13-year study of the “Class of 2025,” reveals a severe and worsening crisis of chronic student absenteeism. This issue presents a primary obstacle to the state’s goal of achieving 100% high school graduation and directly undermines the progress toward United Nations Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education for all. With data from the 2022-2023 school year indicating that nearly 40% of students were chronically absent—the highest rate in the nation—the state faces a significant challenge in providing the foundational education necessary for lifelong learning and sustainable development.

2.0 Analysis of Causal Factors and SDG Linkages

The high rate of chronic absenteeism in Oregon is not attributed to a single cause but rather a combination of systemic issues that intersect with several Sustainable Development Goals.

• Socio-Economic and Health Barriers (SDG 1, SDG 3, SDG 10): The case of student Kaylie, whose attendance dropped to 44% due to a parent’s extended illness, highlights how family health crises and socio-economic instability directly impact educational continuity. These challenges reflect broader issues related to SDG 1 (No Poverty), SDG 3 (Good Health and Well-being), and SDG 10 (Reduced Inequalities), as vulnerable families often lack the support systems to ensure consistent school attendance.
• Infrastructure and Community Barriers (SDG 11): School leaders across Oregon, from Cave Junction to Portland, identify transportation as a significant barrier. Inadequate public transit and long bus routes in geographically diverse areas create logistical challenges that prevent students from getting to school. This points to a failure in achieving SDG 11 (Sustainable Cities and Communities), which includes providing access to safe and affordable transportation systems for all.
• Institutional and Cultural Factors (SDG 4, SDG 16): A post-pandemic cultural shift has been noted, where in-person school attendance is perceived as “optional.” This cultural challenge is compounded by what school administrators describe as a “timid” state-level response. The lack of robust, centralized policies places an undue burden on local districts, indicating a weakness in effective and accountable institutions as outlined in SDG 16 (Peace, Justice and Strong Institutions).

3.0 State-Level Response and Policy Gaps

Oregon’s current strategy for combating chronic absenteeism has been characterized by a lack of direct, enforceable action, thereby failing to adequately support the achievement of SDG 4.

3.1 Current State Initiatives

The state’s approach has largely been limited to providing guidance documents, awareness campaigns, and grants to overburdened local districts. While recent legislation aims to improve data collection and policy review, these are long-term measures that do not address the immediate crisis.

• House Bill 3199: Mandates a study on the effectiveness of statewide attendance initiatives, with policy recommendations due by 2027.
• Senate Bill 315: Requires the Department of Education to report on standardizing student absence data collection by 2026.

These initiatives, while positive, delay substantive action and fail to provide the immediate support requested by school administrators to enforce attendance as a priority.

3.2 Comparative Analysis: Best Practices from Other States

In contrast to Oregon’s passive approach, several other states have implemented proactive strategies that align more closely with the principles of the SDGs.

1. Data Transparency and Accountability (California, Washington, Rhode Island): These states provide accessible, year-over-year absenteeism data, allowing for better monitoring and public accountability. Rhode Island’s daily-updated attendance dashboard empowers communities to collectively address the issue, turning it into a shared responsibility.
2. Proactive, Supportive Interventions (Connecticut): The Learner Engagement and Attendance Program (LEAP) utilizes home visits to build relationships and provide family support, directly addressing the root causes of absenteeism. This model has shown significant success and aligns with the SDG 10 goal of reducing inequalities by providing targeted support to vulnerable students.
3. Collaborative Goal-Setting (The 50% Challenge): Washington and California have joined a multi-state coalition committed to halving chronic absenteeism, demonstrating a high-level political will that is currently absent in Oregon.

4.0 Conclusion and Recommendations

Chronic absenteeism in Oregon is a critical systemic failure that impedes progress across multiple Sustainable Development Goals, most notably SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Strong Institutions). The state’s current approach is insufficient and places it at a disadvantage nationally. To realign its efforts with its educational goals and its commitment to sustainable development, the following actions are recommended:

• Adopt a Proactive State-Level Framework: The state must move beyond guidance and assume a more active role in creating and implementing a statewide attendance improvement plan with clear, measurable targets, reflecting the principles of SDG 16.
• Invest in Supportive Infrastructure: Address fundamental barriers by investing in reliable and accessible student transportation systems, a key component of SDG 11.
• Implement Data-Driven, Holistic Support Systems: Adopt proven models from other states, such as transparent data dashboards and home-visitation programs, to provide targeted support that addresses the socio-economic and health-related root causes of absenteeism, in line with SDG 1, SDG 3, and SDG 4.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the primary SDG addressed in the article. The entire text revolves around the challenges of achieving educational goals, specifically high school graduation, due to the pervasive issue of chronic absenteeism in Oregon’s public schools. The article discusses the state’s goal of a 100% high school graduation rate and how poor attendance acts as an “anchor weighing down the efforts of leaders and educators.” It directly links attendance to learning outcomes, stating, “Missing a lot of school can mean not reading at grade level, or a higher likelihood of dropping out.”

• SDG 10: Reduced Inequalities

  The article touches upon SDG 10 by highlighting disparities in educational challenges among different student groups. It explicitly mentions that Oregon has set different goals to reduce chronic absenteeism for “all students (15%), students of color (18%), and students experiencing disabilities (21%).” This acknowledgment of varying challenges and outcomes for vulnerable groups directly relates to the goal of reducing inequalities and ensuring equal opportunity in education.

• SDG 11: Sustainable Cities and Communities

  This SDG is relevant due to the article’s repeated emphasis on transportation as a significant barrier to school attendance. School leaders from across the state identify “transportation challenges” as a key factor. The article notes issues with “public transportation in Portland, especially out in East County,” and the difficulty for students in rural areas who “may have to be ready for the bus before 6:00 a.m.” These points connect to the need for accessible and effective transportation systems to ensure access to essential services like education.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.

  This target is central to the article. The “Class of 2025 project” was initiated to “track the state’s progress toward 100% high school graduation.” The discussion about chronic absenteeism is framed as a direct impediment to achieving this target, as a school counselor is quoted saying, “It’s hard to graduate if you’re not here.” The entire narrative is about the struggle to ensure students complete their secondary education.

• Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities…

  The article directly aligns with this target by pointing out specific, differentiated goals Oregon has set for reducing absenteeism among vulnerable populations. The mention of separate reduction targets for “students of color” and “students experiencing disabilities” shows a focus on ensuring equal access and addressing the unique barriers these groups face in attending school regularly.

• Target 11.2: Provide access to safe, affordable, accessible and sustainable transport systems for all…

  This target is identified through the numerous examples of transportation failures affecting student attendance. The principal of Evergreen Elementary mentions “transportation difficulties for children and families” as a factor outside her control. Similarly, the principal at Parkrose High School states, “Public transportation in Portland, especially out in East County, is a challenge.” These examples illustrate how the lack of accessible transport systems directly impacts students’ ability to get to school.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• High School Graduation Rate

  This is a primary indicator for Target 4.1. The article explicitly states Oregon’s “goal of 100%” high school graduation, which serves as the ultimate metric for the success of the state’s education system.

• Chronic Absenteeism Rate

  This is the most frequently cited indicator in the article. It is defined as students “missing 10% or more of school days.” The article provides specific data points that can be used for measurement, such as the statewide rate where “almost 4 in 10 students were chronically absent” in 2022-2023, and school-specific rates like “50% of Evergreen Elementary students,” “56.7%” at Parkrose High School, and “48.8%” at La Pine Middle School. This indicator measures the primary barrier to achieving Target 4.1.

• Disaggregated Chronic Absenteeism Rates

  This indicator is crucial for measuring progress on Target 4.5. The article mentions Oregon’s specific goals to reduce chronic absenteeism to “15% for all students, 18% for students of color, and 21% for students experiencing disabilities.” Tracking these rates separately allows for an assessment of whether educational access is becoming more equitable for vulnerable groups.

• Student Attendance Rate

  This is the inverse of the absenteeism rate and is used to show individual progress. The article provides an example with the student Kaylie, who “ended 10th grade with a 44% attendance rate” but later “improving her attendance to about 90% senior year.” This metric can be used to track progress at the individual, school, or district level.

4. Summary Table of SDGs, Targets, and Indicators

Source: opb.org