At first glance, the pledge by Gov. Mike DeWine and the Ohio Department of Education and Workforce to reduce chronic absenteeism by 50% no later than 2029 in the state’s public schools sounds like a pie-in-the-sky pipedream that stands slim to no chance of ever entering the realm of reality.

After all, chronic absenteeism — defined as a student missing 10% or more of the school year for any reason — has catapulted to the top or near the top of major challenges confronting public education in Ohio and throughout the nation.

It’s done so for good reason. Statewide 1 in 4 students fall into that category. In some schools, such as East High School in Youngstown, a jaw-dropping 79.3% of the student body is counted among the chronically absent, according to the most recent data from the Ohio Department of Education and Workforce’s state report cards.

Clearly then, the goal of cutting those dreadful rates in half within three years stands as a formidable challenge. But it is a challenge that school officials, teachers, parents and various support networks must resolve to meet. The consequences of excessive absenteeism are far too destructive to do less.

How destructive? According to the ODEW and the Thomas B. Fordham Institute, chronically absent Ohio students face:

● A 65% greater likelihood of not reading at their appropriate grade level.

● Much greater likelihood of dropping out and less than a 10% chance of graduating high school on time.

● Long-term consequences of much lower-status and lower-paying occupations and higher unemployment rates.

● A much greater likelihood of being sucked into the school-to-prison pipeline with involvement in criminal activity and the juvenile justice system.

Conversely, regular school attendance links directly to stronger reading proficiency, better grades, higher graduation rates and more successful post-graduation outcomes.

That’s why nothing short of a multi-dimensional offensive to lower this state’s obscenely high chronic absentee rates to below post-pandemic levels to meet the governor’s lofty goal must be a priority. State government, local school leaders and parents and guardians all must commit to play their parts.

For its part, the Ohio General Assembly adopted House Bill 96 late last year. It requires all public school districts in the state to draft and adopt a concrete detailed policy to lower chronic absenteeism no later than this August. They must be developed in consultation with the county juvenile courts, parents, and relevant state or local agencies and put a premium on early intervention protocols.

To succeed, of course, local school districts must take those marching orders seriously. Many already have worked to improve transportation and mental health services, which are often cited as primary contributors to habitual absenteeism. So far, promising signs have emerged locally.

In the Boardman Local School District, for example, Superintendent Chris Neifer reports that school system is emphasizing early outreach, individualized problem solving and strong relationships with families. It also has partnered with HWS Best Health Services and employs 15 in-house counselors and caseworkers. Those efforts have produced results in lowering the district’s chronic absentee rate by several points.

In Struthers, the school board and administration have implemented an innovative Check-In / Check-Out program, which provides students with consistent adult mentorship and accountability throughout the school day. Students meet with a designated mentor in the morning to set goals and again in the afternoon to reflect on their progress. According to district officials, the program has led to measurable improvements not only in attendance, but also in academic performance and behavior.

In Warren, the largest public school district in the Mahoning Valley, leaders have implemented its Attendance H.E.R.O. (Here, Everyday, Ready, and On time) Program to incentivize consistent attendance. Students who meet monthly, quarterly, or yearly standards for excellent attendance (no more than one day missed / tardy per month) are recognized as Attendance H.E.R.O.s. Its policy also includes community engagement activities and multi-tiered support systems. The multi-pronged program no doubt has played a role in significantly reducing the district’s chronic absentee rate from 55% to 45.9% in recent years.

Of course, state and local school district policies and programs alone will not succeed in substantially increasing school attendance rates. Parents and guardians of students also must play critical roles.

Education leaders urge them to establish and enforce consistent daily attendance routines in their households. Additionally, they should partner with schools by responding to communication, attending meetings to address problems and follow any remedial actions recommended.

To be sure, none of this work to improve attendance and positive academic outcomes will be easy or painless. But the future of our state’s children reaching their full potential hangs in the balance, so nothing short of a full-throttled commitment to meeting and beating DeWine’s ambitious 2029 goal must move forward with gutsy gusto.