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Eagle Point SD 9 staff report enrollment drop of 127 students and highlight chronic absenteeism patterns
Summary
District staff presented year-end enrollment and attendance data showing a net loss of about 127 students since 2023—24, notable kindergarten decline, and 1,208 chronically absent students districtwide; staff outlined next-year implementation steps.
District staff presented a final enrollment and attendance report at the June 18 work session showing a net decline of roughly 127 students for 2024—25 compared with the prior year and documenting chronic absenteeism across the district.
The report, prepared from Oregon Department of Education (ODE) at-a-glance reporting with internal adjustments to exclude contracted programs, showed district enrollment at 3,567 students in May 2025 and an overall decline of about 2.33% since 2022—23. Staff noted kindergarten enrollment was substantially lower, consistent with statewide low birth-rate trends. Eagle Point High School and Eagle Point Middle School accounted for the largest site declines; the district's alternative education program (ERCO) reported the largest site increase.
Staff identified the total number of chronically absent students (those with attendance below 90%) as 1,208 for the year, with Eagle Point High School reporting 266 chronically absent students. The district's regular-attender rate was calculated at roughly 68% (down about two points from the prior year).
To address the declines, staff proposed implementation steps for 2025—26 including: reducing and standardizing leave codes to align with ODE, contacting homeschool families and students enrolled in web academies to inform them about district options (Percio and Lake Creek Learning Center), improving staff training on recording drop reasons in Synergy, and building queries with the IT department to extract better leave-code data. Staff said they will contact families listed as "unknown" leavers to establish actual causes and will provide targeted outreach.
During discussion, staff said they see medical and mental-health barriers and logistical barriers (transportation, parent work commitments) as the most common reasons listed on referrals for students on the attendance caseload. Staff emphasized that the attendance-referral process is new and that data collection practices will improve next year.
No formal board action occurred at the work session; staff said they would present the report again as part of routine review and incorporate the recommended operational changes before the 2025—26 school year.
