Anthony James, Miami University – Chronic Absenteeism

The Academic Minute

The pandemic has brought many challenges to the fore in K-12 schools.

Anthony James, professor and interim chair of family science and social work at Miami University, details how to fight back against one of these.

Dr. Anthony G. James Jr. is a professor in the Department of Family Science and Social Work at Miami University. He earned a bachelor of science degree in sociology with a minor in military science from Lincoln University (Missouri). He also holds a master of science degree and a doctorate of philosophy in human development and family studies from the University of Missouri.

His areas of research include positive youth development, religion and spirituality, diverse family systems, family processes, and program evaluation. His research and thought leadership has appeared in publications such as Diverse Issue in Higher Education and TIME and numerous peer reviewed journals. He is also the editor of Black Families: A Systems Approach, co-editor of Essays of Advice, and the author of Diversity, Equity, & Inclusion: A Practical Guide.

His leadership experiences include interim department chair, Interim Vice President of Institutional Diversity (Miami University), section chair for a major professional organization (NCFR), commander of a multi-role bridge company in the U.S. Army, board member for several organizations, and is the Editor-in-Chief of Marriage & Family Review (MFR).

Chronic Absenteeism

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Like other US states Ohio is attempting to reduce chronic absenteeism, which surged during the pandemic. A 2018 state law supporting constructive discipline may put Ohio ahead of the curve.

It encouraged districts to implement “positive behavior interventions and supports” or PBIS.
A positive approach emphasizes prevention over punishment to improve student behavior and school climate. Interventions include helping students focus or praising good behavior, with more intense strategies for more serious behaviors.

The law encourages positive approaches because it boosts student attention, success, and engagement across schools, and is now part of professional development and continuing education, with districts able to earn state report card points with implantation efforts.
A statewide evaluation of PBIS implementation concluded that Ohio’s discipline-friendly approach has benefits. School data from 2018-2023 examined whether the positive approach reduced chronic absenteeism, among other goals.

Positive behavioral schools had more than four percentage points less chronically absent children, meaning those who miss 10% or more of school days for any reason. Chronic absenteeism affects academic performance and graduation rates, thus a 4% variation across all schools can affect thousands of kids.

Before the pandemic, Ohio K-12 students were absent frequently. In 2018-19, positive discipline schools reported 16.67% chronic absence, according to Miami University. That rate grew 68% to 27.93% by 2022-23. Schools without the technique had 71% higher chronic absenteeism, from 19.52% in 2018-19 to 33.33% in 2022-23. From 2021-22 to 2022-23, Ohio’s chronic absenteeism declined to 26.8%.

Due to the severity of chronic absenteeism, Ohio’s Department of Education increased its efforts to eliminate it in schools and districts in 2022-23 by linking district chronic absenteeism to annual improvement standards. All part of the new star system for school ratings.

Though much improvement is needed, the research suggests Ohio’s efforts have harvested benefits through its approach to student behavior management and promoting positive climates in schools.

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