New NWEA Study Finds Chronic Absenteeism Associated with Slower Academic Recovery

Differences in academic recovery by school attendance greater in high-poverty districts

BOSTON (July 21, 2026) — Chronic absenteeism rose sharply in the height of the COVID-19 pandemic as schools managed teaching under strained, unprecedented conditions. As the crisis of the pandemic ended, schools returned to normal operations, but attendance rates remain stubbornly elevated.

NWEA, a K-12 assessment and research organization, released today a study examining the relationship between chronic absenteeism and academic recovery from COVID-era disruptions to learning. NWEA researchers examined whether persistently high absenteeism rates were associated with slower recovery in math and reading. Using MAP Growth data from 2,000 U.S. school districts, the study found:

Chronic absenteeism rates remain staggeringly high post-pandemic: 1 in 4 students misses at least one day every other week on average. In high-poverty districts, it’s 1 in 3.
Districts with persistently high levels of chronic absenteeism made less progress toward recovering to pre-pandemic academic levels by 2024.
In high-poverty districts, academic recovery was stronger for districts with lower chronic absenteeism. In low-poverty districts, recovery did not vary as much by absenteeism.

“While educators have long understood that attendance matters, these findings add to our understanding of the complexities of academic recovery post-COVID and why it has been so uneven,” said Sofia Postell, research analyst at NWEA, and co-author of the study. “Considering attendance rates as part of a district’s overall academic recovery plan is critical to really address the learning gaps left behind by COVID.”

The new study also examined differences by district poverty level and found that absenteeism was more strongly associated with slower recovery in high-poverty districts. This connection is particularly strong in math. Among high-poverty districts, those with high absenteeism rates were about 40% further from recovery in math than districts that never experienced high absenteeism rates (even during COVID). For low-poverty districts, recovery in both math and reading followed similar patterns regardless of their absenteeism rates.

“Improving attendance rates is not a distinct issue from addressing the unfinished academic recovery of students. They are connected,” said Dr. Megan Kuhfeld, Director of Growth Modeling and Data Analytics at NWEA. “These findings can help policymakers identify communities where students may need more support to attend school consistently and continue making academic progress.”

About NWEA

NWEA®, a division of HMH, supports educators worldwide by providing responsive, evidence-based assessment solutions that illuminate learning needs and fuel student growth. For more than 40 years, NWEA has developed innovative pre-K–12 assessments, including its flagship assessment – MAP Growth, and professional learning that helps educators strengthen their practice and improve student outcomes. As part of its commitment to bring valuable insights to the education community, NWEA engages in research that examines issues that shed light on inequities and other barriers to academic opportunities. Visit NWEA.org to find out how NWEA partners to help all kids learn.

Contact: Simona Beattie, Communications Director, simona.beattie@nwea.org or 971.361.9526