STATEWIDE DATA BRIEF · 2023–24

Chronic Absenteeism in Texas

A look at how many Texas students are missing significant amounts of school, which students are most affected, and how the state can intervene earlier.

Every missed day adds up. Students who are chronically absent miss critical instruction, fall behind in reading and math, and are far less likely to graduate on time. That makes chronic absenteeism one of the best early indicators we have that a student may be at risk of falling behind academically and, ultimately, disconnecting from school and the workforce. It is more than an attendance issue: the key policy questions are why a child isn't in school, and what can be done now — before they become disconnected altogether.

Defining Chronic Absenteeism

During the 89th Legislative Session, Texas defined chronic absenteeism in statute for the first time. Under S.B. 991, a student is chronically absent when they miss more than 10% of the school's required operation and instructional time within a school year, or within an enrollment period that exceeds 30 instructional days (Tex. Educ. Code § 48.009(a)(1)). A consistent statewide definition matters: it allows schools and the state to identify students who are at risk early and intervene before absences turn into disconnection.

Rates Remain Far Above Pre-Pandemic Levels

Chronic absenteeism was not simply a temporary pandemic problem. In 2018–19, 12% of Texas students were chronically absent. That share doubled to a peak of 24.2% in 2021–22 and has since come down to 19% in 2023–24 — real progress, but still well above where Texas was before the pandemic. Texas has consistently tracked below the national average, which peaked at 30.8% and stood at 20% in 2023–24. Still, Texas should not normalize where it is today: hundreds of thousands of students are still missing significant amounts of instructional time, and the state has an opportunity to intervene while these young people are still connected to school rather than waiting to reconnect them later.

Chronic Absenteeism Among Special Populations

The statewide average doesn't tell the whole story. Students who are economically disadvantaged and students in special education programs continue to be chronically absent at higher rates than their peers — 23.1% for each group in 2023–24, compared to the 19% state average. Students in ESL/bilingual programs historically had lower rates of chronic absenteeism than their peers, but that changed in 2020–21, and their rates have tracked at or above the state average since. These patterns show that absence is often a symptom rather than the underlying problem: transportation, housing instability, health and mental health needs, family responsibilities, and disability-related challenges can all affect whether a student gets to school. That's why the response can't simply be punitive — schools need to understand the barrier and connect students and families to the right support.

Share of students in each group who were chronically absent. Sources: Texas Education Agency; CHILDREN AT RISK analysis.

Chronic Absenteeism Across Texas Communities

Chronic absenteeism is not isolated to one part of Texas. In 2023–24, 20.7% of students in urban districts were chronically absent — above the 19% state average — alongside 18.1% in suburban districts and 17.0% in rural districts. Rates vary, but chronic absenteeism is affecting students in every type of community. Solutions may look different in Houston than in El Paso, Amarillo, or a small rural district, which is why Texas needs strong statewide policy and data while giving communities the flexibility to address the barriers their families actually face.

Policy Priorities

To keep students connected to school and on a pathway to the workforce, Texas policymakers should:

• Ensure school districts maintain clear and consistent student attendance policies that families can easily understand
• Prioritize proactive communication with parents and guardians about absences, attendance expectations, and the impact of missed instructional time — so families don't first hear about a serious attendance problem once a student is already chronically absent
• Strengthen early intervention by engaging families, addressing barriers to attendance, and connecting students at risk of chronic absenteeism or truancy with appropriate supports inside and outside of school

Note: Chronic absenteeism is defined as missing more than 10% of a school's required operation and instructional time in a school year or in an enrollment period exceeding 30 instructional days (Tex. Educ. Code § 48.009(a)(1), as amended by S.B. 991, 89th Leg. (2025)). Sources: Texas Education Agency, 2018–19 to 2023–24; U.S. Department of Education; CHILDREN AT RISK analysis.

For more information contact Mandi Kimball, VP & Chief Government Relations Officer, at mkimball@childrenatrisk.org (512-785-7132).