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Senate study committee hears GOSA data showing sharp post‑pandemic rise in chronic absenteeism, widening disparities
Summary
State data presented to a joint Senate/House study committee show chronic absenteeism spiked after the pandemic and remains well above pre‑pandemic levels, with Black, Hispanic, economically disadvantaged and students with disabilities hardest hit; experts and local leaders urged expanded school‑based behavioral health, nursing, mentoring and out‑of‑school supports.
At a joint meeting of the Georgia Senate Study Committee on Combating Chronic Absenteeism, state researchers and local leaders presented data and local responses to a marked rise in chronic absenteeism since the COVID‑19 pandemic.
Dr. MJ Kim, director of policy, research and evaluation at the Governor’s Office of Student Achievement, told the committee that Georgia’s chronic absenteeism rose from about 13% pre‑pandemic to 24.4% in 2022, and while rates fell modestly to 23.5% in 2024 they remain far above 2018–19 baselines. “That’s not just a small increase. That’s a flashing red warning sign of how much the pandemic disrupted student attendance,” Dr. Kim said.
The data showed both absolute and proportional disparities. Black and Hispanic students continue to have the highest absenteeism rates, while Asian students experienced the steepest proportional increase from a lower baseline. Economically disadvantaged students saw a larger absolute increase than their peers, and students with disabilities consistently have higher absenteeism and lower academic proficiency.
Kim linked absenteeism to academic outcomes using school‑level correlations: as the percentage of chronically absent students rises, English language arts and math proficiency fall. Committee members pressed for local detail; Dr. Kim said county‑level heat maps and department dashboards identify regional hotspots and that she would share the maps with committee staff.
Committee chairs and presenters emphasized that the problem is both an education and a public‑health challenge, and that addressing it requires layered approaches — universal supports to improve school climate and targeted interventions for the highest‑need students.
Next steps: chairs asked staff to compile presenters’ materials for the committee’s policy work in advance of a follow‑up meeting the committee discussed scheduling for October.
