One-Third of Indigenous Students in California Were Chronically Absent Last Year

As chronic absences have steadily decreased in California schools, the rate among Native American students remains consistently higher.

Persistent high chronic absence rates have resulted in schools increasing their focus on addressing students’ basic needs, emphasizing mental health support and boosting outreach efforts to reconnect with students amid the fallout from the COVID-19 pandemic, which closed California public schools beginning March 2020 and didn’t reopen until spring 2021.

Many Native American youth face challenges similar to other marginalized communities — such as poverty, systemic discrimination and poor health — but often with the added barrier of historical mistrust in state school systems because of the lingering impacts of removing Native American youth from their communities and confining them to federal boarding schools.

“With quite a few of our Native American learners, we’ve recognized that there has been a lot of trauma in the family,” said Heather Golly, superintendent of Bonsall Unified in San Diego County. “It affects everyone in the family when there is trauma.”

Chronic absence is defined as missing 10% or more of students’ expected attendance, whether for excused or unexcused reasons. For students on a typical 180-day school calendar, this totals to about one month of missed school in a given year. High chronic absentee rates concern educators and researchers alike as they reflect a significant loss of instructional time.

Chronic absenteeism among Native American students during the 2023-24 school year was much higher, at 33%, than the statewide rate of 20.4%, according to data from the California Department of Education. The statewide chronic absenteeism rate has been declining for Native American students since 2021-22, when numbers peaked at 43.6%.

The absentee rate disparity did not start with the COVID pandemic: The pre-pandemic rate of chronic absences was 21.8% for Native American students and 12.1% for all students.

The state Education Department recently published its annual School Dashboard, which shows lower rates for chronic absenteeism statewide because it includes only grades K-8. The state education data used throughout this story includes all grades, from TK to 12.

Every Native American student is a direct descendant or relative of someone who attended federal boarding schools from the mid-1800s until the mid-20th century, according to Ashley Rojas, policy director for Indigenous Justice. Native American students forced to attend boarding schools had their language, culture and family stripped from them, and Rojas sees echoes of that in contemporary American public schools.

Rojas said that every year, she hears from students who are taught the history of California statehood or missions in a way that erases Native American perspectives. She noted there are still many schools with mascots based on stereotypes of Native American people. Even though it is against California law, Native American students tell Rojas about being barred by their school administration from representing their heritage and spirituality during graduation.

“Every year, we deal with districts trying to remove this right from our young people, trying to tell them, ‘You can’t wear your feathers, you can’t wear your beads. You must fit into our image of a graduate,’ ” Rojas said. “Given the historical and ongoing traumatization of our students and communities by these systems, we just can’t stand for that.”

About 26,000 or about 0.4% of the state’s nearly 6 million students enrolled in public K-12 schools, including charter and alternative schools, are Native American. This number is likely an undercount because Native Americans are much more likely than any other group to identify themselves as belonging to two or more races, according to the Brookings Institute. They may be counted alongside other multiracial students with different backgrounds.

State education law lists several reasons for excusing students, but most excused absences, school officials say, are related to illness and mental health.

Native American students in California missed an average of 18.5 days of school in 2023-24 — more than any other race or ethnicity. Unlike the average California student, their absences were more likely to be unexcused than excused, according to the CDE, an issue pervasive across the state as noted in a recent PACE report.

Unexcused absences often mean students lacked documentation, such as a note from a doctor, or they provided no reason for their absence, or the reason they provided does not qualify as an excusable absence. A student can be labeled truant after more than three unexcused absences in one school year.

While all absences can hamper students in their academic and personal development given the loss of instructional time, only truancy involves the potential for punitive measures for parents, such as fines and jail time.

Colonization and repression has meant that many surviving Native American students are disconnected from their heritage and communities, Rojas said. But those who are still engaged with their communities will partake in spiritual ceremonies that include communal dancing, praying and time with elders. These holidays aren’t acknowledged by California school calendars, so students can rack up unexcused absences, putting them at risk of being considered criminally truant.

“When your school already makes you feel like you don’t belong, and then they’re going to punish you for going to the only places that you do belong, it’s really going to be difficult to convince a young person that it’s important to be there,” Rojas said.

Absences Reflect Remnants of Traumatic History

Chronic absences are often the result of systemic challenges, such as inconsistent transportation, food instability, violence in the home, homelessness, undiagnosed disabilities and more. Higher rates of suspensions are also a factor. Out-of-school suspensions for Native American students accounted for 1.5% of absences compared with the state average of 0.9%.

Some of the highest chronic absence rates for Native American students in the state are along the state’s Northern coast. In Humboldt County, a larger proportion of students are Native American — 8.7% compared to 0.4% statewide — and 55.4% of them were chronically absent last year, compared with 27.3% countywide.

“Failing Grade: The Status of Native American Education in Humboldt County,” a report published by the American Civil Liberties Union (ACLU) Northern California and the Northern California Indian Development Council, examined the county’s “egregious” disparities in chronic absenteeism, as well as academic performance and discipline, noting that the troubled and violent history of federal boarding schools has left a lasting imprint on Native American communities in Humboldt.

The boarding schools, operated nationwide for about 150 years up until at least 1969, had a practice of separating Native American children from their families, cutting them off from their communities and cultures.

Some of the documented forms of abuse include solitary confinement, withholding of food and prohibiting Indigenous languages and cultural practices. A report from the U.S. Department of the Interior in July found that nationwide, at least 973 Native American students died while at boarding schools, though the number is considered an undercount.

Federal boarding schools were “specifically designed to erase Native American people and Native American culture,” said Colby Smart, deputy superintendent of the Humboldt County Office of Education. “That doesn’t go away in one year, and it doesn’t go away in one generation.”

Native American communities today are still facing serious problems — including the legacy of colonization — that can contribute to chronic absentee rates among students. In Humboldt County, 75% of Native American students are socioeconomically disadvantaged, according to the California Department of Education. Smart also pointed to high suicide rates, substance abuse, health problems and poverty in local Native American communities.

Klamath-Trinity Joint Unified is located in Hoopa, a small town that is the site of the Hoopa Valley Tribe’s federal reservation and the former home to one of a dozen federal boarding schools in California.

The district has 774 Native American students, which is not just the majority of the district but more Native American students in a district than any other in the state. During the 2023-24 school year, 70% of these students were chronically absent, and Native American students missed an average of 36 days.

Notably, the most recent data shows that the opposite occurred in Klamath-Trinity Joint Unified, where it increased by 7 percentage points between 2023-24 and the year prior.

Partnerships With Tribes Offer Solutions

High chronic absentee rates do not signal that Native American communities don’t value school or education, according to Rojas with Indigenous Justice.

“Indigenous people are super pro-education, but they just want to be sure that what is being learned is not going to cause further harm,” Rojas said.

A key factor in ensuring Native American students feel welcome and engaged at school is working in partnership with local Native American communities. There are large Native American communities in the Central Valley and Del Norte where students don’t have access to the same resources as Native American students in Humboldt County, where the Yurok Tribe is more politically engaged.

The Humboldt County Office of Education aims to help local districts tackle high chronic absentee rates through “pull” factors that engage parents and students, and make them feel welcome, even excited to attend school. For instance, local high schools offer the Indigenous language Yurok as a class that puts students on track for college, while connecting them with their heritage.

“If students feel like they belong, not only do kids go to school more, but their academic outcomes improve,” Smart said.

Culturally relevant curriculum can be an important way to engage Native American students, Smart said. The Humboldt County Office of Education is partnering with the San Diego County Office of Education as well as over 100 California tribes, Native American organizations and scholars to develop a state curriculum model for Native American studies. This curriculum is expected to be released next September.

In this curriculum, kindergartners might count acorns, a dietary staple, while learning the Yurok language; a middle school student can learn about traditional foods of Native Californians; while a high school student may study federal boarding schools.

In northern San Diego County, Bonsall Unified and the Pala Band of Mission Indians entered a partnership last year to better support Native American students. The agreement allows the district to share attendance information with key tribal leaders and hold joint meetings to discuss potential support for students and their families, all to increase school attendance.

If a student is missing school because of inconsistent transportation, the tribe might offer to sponsor the students’ bus fee. There is a new position in the works, a Pala attendance support specialist, whose job will include making home visits to chronically absent students and offering solutions based on each student’s needs.

During 2023-24, Bonsall Unified improved its chronic absence rates among Native American youth across all grades to 41% from a high of 50.9% in 2021-22.

The improvements have come not only from the agreement, which was spearheaded by district trustee Eric Ortega and Chairman Robert H. Smith of the Pala Band of Mission Indians, but from the groundwork that was laid over the course of several years.

About eight years ago, Bonsall Unified schools began hosting Pala Valley Day, an annual event for students to learn about local Native American history, with some of the presentations being made by Native American students.

Efforts since then have continued to foster a sense of belonging among Native American students. Middle and high school students recently took a field trip to visit the American Indian Studies department at Cal State San Marcos, and there is a mural in the works that will feature Native American students.

“When they belong — when they feel like they belong — they’re more in tune with being happy to be there and wanting to be there,” said Ortega about the district’s Native American students.

Many Native American students have faced challenges like inconsistent transportation, lack of tutoring and the need for counseling, which most other students statewide have also experienced in recent years.

In increasing their focus on collaboration with the Pala Band of Mission Indians, Golly and her staff have also found that students and their families are much more receptive to accepting support when offered by their tribal community.

As chronic absences steadily decrease, Golly attributes much of the success of those partnerships to the support from tribal leaders such as Chair Smith, who she said is “a wonderful partner, and he believes strongly in the power of education.”

The district also established a Native Learner Advisory Committee that schedules its meetings on the Pala reservation. They coordinated with the Pala learning center and with the tribal council to ensure meetings were scheduled at a time when more people can attend.

Golly, district superintendent, said it has been important for the district to show it is listening to requests from their Native American families, as well as returning to committee meetings “with something actionable” in response to feedback.

More recently, at an all-staff meeting, a panel of five Native American students presented to the entire certificated staff, sharing what they want their teachers to know about their culture, when they feel like they belong and when they feel they don’t belong.

As Ortega put it, building trust is ongoing work that requires time and collaboration at multiple levels, from school leaders to tribal leaders to parents.

“We are right on the precipice of what we’re doing, and so anything can make it go wrong. It’s not perfect, but we want this to be our culture, our way of life,” he said about the partnership. “The more and more we do it, the more positive results we have, the better we’re going to be.”

EdSource data journalist Daniel J. Willis contributed to this report.