Absence of Alice

Shuffling into class twenty minutes late, it hardly seems possible that Alice appears, or better yet, makes an entrance without a leaf of paper, scrap of pencil lead, or anything resembling a scholarly tool.

My kingdom for some remorse.

But the pleading is in vain; the nagging achieves nothing; consequences have been inconsequential. Witness the period attendance shown here. (UNV is unverified absence; UXT is unexcused tardy.) Discussions with Alice only follow a pattern of circular excuses and obdurate denial. Phone calls to Alice's mother about her daily late arrival have ended with the comment that, "I can't make my life adapt to the school's schedule." With that it simply looks like Alice Doesn't Learn Here Anymore, or at least only part-time. And part-time education, like a little knowledge, can sometimes be dangerous.

Alice seems to be in her own little wonderland where school is a social club and somehow, magically, she will someday be able to slide down a rabbit hole and come out at graduation a learned, curious, and educated person ready for the world to come. There are a few students who can seem to skate through that wonderland and still be fairly successful. But, like professional athletes, they are rare and gifted.

It isn't just "putting one's nose to the grindstone." Education and learning don't have to be like a chain gang breaking rock. But whatever it is, without being here, without engaging enough at least to be present, she can't partake of the experiences offered.

As a school we suffer from a high absentee rate. There are those that are in the midst of personal or family crisis, like Hector, who has temporarily become the head of the household and is the only working member of the family. There are those that have difficulties with some particular person or aspect of school that has to be addressed. But Alice is one with simply a chronic difficulty of caring. It's difficult to even talk with Alice to find something engaging and attractive enough to care about--if she isn't here to talk to. And that is probably the core of this all, that to even care requires presence.

When a University of Minnesota researcher analyzed the Minneapolis data, he concluded that attendance was a stronger predictor of student achievement than poverty -- which has long been regarded as the most powerful indicator.

Forget compulsory attendance laws, the courts and authorities are way too burdened to chase down every truant student. The school, too, doesn't have the resources and personnel to invest in bringing or leading every child to school. Yet, the intuitive connection between learning and presence is undeniable. A teacher can never "make up" a flurry of teaching moments and insight that comes from a rousing class discussion.

Deliberations about lengthening the school day or year are extremely premature, considering our limp efforts, at best, to improve attendance during the time we already have. And the change in instruction or instructional practices is moot without the presence. In fact, change all the variables you desire, nothing impacts without presence. Alice will keep shuffling in and out of wonderland, and stands a good chance of dropping out of school, and education, altogether. Why isn't presence (attendance) a central feature of our attempts to improve education for all?

You got me.