Our children is our future teach them well and let them lead they, this is our strong

belief that our

children is really our future that they would be able to bring hope to our nation but nothing
perfect in this world. Children now a day are eager to go to school and willing to learn new
things that they cant experienced at home however there are reasons that hinders them to go to
school and out of focus to their study.

According to Merriam-Webster dictionary, absenteeism is chronic absence. In the context of

school, it is the habitual or intentional failure to attend school. While every student may miss
some school activities now and then, absence becomes a problem when the student is away from
school for many days.

Chronic absenteeism is a problem that has plagued the public school system for a number of
years. The cost of missed days of school can be counted in missed work, missed participation,
and missed opportunities. The chronically absent student falls behind his/her peers academically
which may lead to grade level retention and truancy. Truancy has been identified as one of the
key indicators associated with students in public schools who drop out of school. Truancy can
also be a predictor of illegal drug use by students (U.S. Department of Education, 2006).

Still others have indicated that certain types of disciplinary action used in the school may also
indicate the level of chronic absenteeism and truancy (Hoffman, Llagas, & Snyder, 2003).

Schoolteachers and administrators have attempted to combat the problem of chronic student
absenteeism through rules, consequences, and programs. In spite of these efforts, students still
miss school. Externally imposed consequences for students who are chronically absent have
yielded questionable results (Blomberg, 2006).

Chronic absenteeism and truancy can be symptoms of a greater problem (FDOE, 2004a;
Hoffman, et al., 2003; Ruebel, Ruebel, & O'Laughlin, 2001). This problem may be a result of
various reasons associated with the students. However, before we can find out why the students
are chronically absent, there is a need to identify the students who are most likely to become
persistently absent. Once those students are identified, we can identify the common factors that
would define students who are most likely to become chronically absent. Once the common
factors have been identified we can focus our efforts on that population of students and their
unique circumstances to better address those students' chronic absenteeism or truant behavior.

School absenteeism is an alarming problem for administrators, teachers, parents, society in

general, and pupils in particular. Unaccepted absences have a negative effect on peer
relationships, which can cause further absences. According to Malcolm, Wilson, Davidson and
Kirk (2003) teachers identified the effects of absenteeism on children as:

Academic under-achievement.
Difficulty in making friends which could lead to boredom and loss of confidence.
 Prolonged absence can have deleterious effects for the greatest risk of dropping out of
school early.

Families of habitually absent students can also suffer. For a poverty-stricken family, it may mean
a continuation of the poverty and unemployment cycle that may run in the family. This also
contributes to family conflicts.

Society also suffers when school-age children are not in school. These children may hang out on
the streets. Since they have nothing to do, they resort to petty crimes like stealing other peoples
belongings and property. Others may become addicted to drugs or engage in other destructive
behavior. Thus, if a student keeps away from school for too long, he may grow up to be a
liability to his community and his country as a whole.

International

In Florida their law requires that school districts report unexcused absences at the end of each
school year to the State Department of Education and provide data on programs or schools that
have been developed to serve students who have excessive unexcused absences (Railsback,
2004). In 2003 the rate of public school students in Florida who were chronically absent was
6.5% in the elementary grades, 11.6% in the middle grades, 3 and 15.2% in the high school
grades (FDOE, 2004a). In 1998, the juvenile courts handled 41,000 truancy petitions nationally
representing a 61% increase in truancy cases in a nine-year period (U.S. Department of
Education, 2006). Truancy has been identified as one of the key indicators associated with
students dropping out of public schools (Ruebel et al., 2001). Truancy can also be a predictor of
illegal drug use by students (Hallfors, Irtani, Cho, Khatapoush, & Saxe, 2002)

In Utah, 13.5 percent of students statewide were chronically absent, according to a 2012 analysis.
Students who were chronically absent any year between eighth and twelfth grades were 7.4 times
more likely to drop out of high school.

In Oregon, more than 20 percent of students were chronically absent.

In Indiana, chronic absence correlates to lower test scores and higher dropout rates for students at
all income levels.

In California, State Superintendent of Instruction Tom Torlakson hosted a forum in May to

encourage agencies to work together to fight chronic absence. Also this year, the state enacted a
new school funding formula which will require every school district to monitor its chronic
absence rate.
In Hawaii, each school is required to set targets for reducing chronic absenteeism as part of its
annual academic plans. The state has a data system, updated nightly, that can tell school officials
which students have missed more than five percent of school days.

In Maryland, which has tracked chronic absence longer than any other state, the public can view
rates of chronic absence, average daily attendance and good attendance at every public school on
the state's report card web site. In the 2013 legislative session, lawmakers adopted a law
requiring school districts to intervene when a student misses 10 percent or more of school days
for unexcused reasons.

Massachusetts and Virginia monitor chronic absence as part of their early warning systems,
which track a variety of metrics and alert officials when a student might be at risk of not
graduating.

In addition to the states mentioned above, Arkansas, Connecticut, Georgia, Illinois, Indiana,
Iowa, New Jersey, New York, Oregon and Rhode Island are also cited in the study as taking steps
to address chronic absence.