by James A. Bacon
Everyone knows that truancy is a problem in Virginia’s public schools. If students don’t make it to class, they don’t learn, they drop out, and many go on to live miserable, impoverished lives. We’ve all heard the story.
What happens when teachers don’t show up at school? The problem is more prevalent than I’d imagined.
John Butcher, writing at Cranky’s Blog, has a knack for digging up arcane educational data, and it turns out that the U.S. Department of Education’s “Civil Rights Data Collection” tracks the number of teachers absent from work for more than ten days for reasons not related to professional development.
There is extraordinary variability by school district, Butcher finds. Here in Virginia, of the 656 teachers in Franklin County public schools, not a single teacher was absent more than ten days in 2014. By contrast, 68 of 98 teachers (69%) in Lancaster County public schools missed school. In a majority of districts, the percentage of truant teachers ran between 20% and 40%.
This strikes me as a phenomenon that needs exploring.
First, it is worth inquiring whether there is a link between high teacher truancy and low educational achievement. All other things being equal, a substitute teacher parachuting into a classroom cannot be as effective as a teacher who knows the students, knows what has been taught already, and knows what needs to be taught.
Second, it is also worth inquiring whether there is a link between teacher truancy and the number of substitute teachers that schools must maintain on staff. In other words, does the problem force schools to spend more money on payroll than they would otherwise? If so, how much are absentee teachers costing the schools?
Third, the extreme variability in teacher truancy suggests that some school systems are more effective at managing the problem than others. If half your school system’s teachers are absent more than 10 days, it sounds like you’ve got a major management issue. Could addressing the truant teacher problem be a lever for school administrators to improve student achievement and save money?
Finally, before going off the deep end and declaring that we have a system failure on our hands, it would be helpful to better understand the nature of the numbers. What exactly do “absences” include, and why is the baseline set at ten days? I assume that teachers are allowed a number of “personal” days off to deal with personal and family emergencies — perhaps that’s why USDOE tracks only teachers who have been absent more than 10 times.
However, unless there is something about these statistics that doesn’t meet the eye, it looks like literally thousands of Virginia teachers are playing hooky. I cannot see how such behavior can be countenanced. Why isn’t this a scandal?
Update: Butcher’s follow-up analysis shows even more variability between individual schools within the City of Richmond than between school districts. Overall, Richmond schools have the ninth highest teacher truancy rate of all school districts in Virginia. At John Marshall High School only 16% of teachers were no-shows more than ten days. But at Lucille M. Brown Middle School, the rate was 94% of teachers!
Butcher then asked a critical question: Is there any correlation between teacher truancy and student performance? Based on the sample of Richmond schools, the answer appears to be not. However, he notes that the school system spent $4.1 million on substitute teachers in 2014. If the city could cut the use of substitutes by half, it could give its other teachers a 2% raise.There are currently no comments highlighted.