St. Paul Public Schools works to address truancy

In recent years, St. Paul Public Schools has faced a daunting challenge: addressing the growing issue of chronic absenteeism among its student population. As data from the Minnesota Department of Education reveals, more than 30% of students in Minnesota have been chronically absent, missing over 10% of the school year.

These statistics are even more troubling within specific cultural groups in the district, where Native American, Pacific Islander, and African American students have been missing significant chunks of their education, with some absent up to 30 days of the school year.

Despite these alarming numbers, school leaders like Licensed School Counselor Malcolm White and Assistant Superintendent Adam Kunz are determined to reduce truancy.

Kunz emphasizes the gravity of missing such a substantial number of school days, explaining, “I mean, missing that many days is significant. There are only 174 school days in a year. So it’s very significant.”

While not solely blaming COVID-19, Kunz identifies the pandemic as a pivotal turning point that exacerbated the downward trend in attendance. Yet, he acknowledges the progress made, noting, “The district has seen improvement in attendance despite those numbers among the mentioned cultural groups. We’re not back where we want to be, but things are improving.”

White, a veteran school counselor, is particularly proactive, engaging with families directly when students miss excessive days. Reflecting on the core issues related to absenteeism, White said, “I think the root problem is the need for more community engagement and outreach on our part. If you look statewide, there is a growing problem with attendance in urban sectors. We need to get people engaging with these families and communities.” His frontline role involves addressing absenteeism at the 15-day mark.

However, he is aligned with Kunz on the criticality of missing school, asserting, “Missing that many days affects everything—attendance is like the main artery of a student’s educational trajectory. It affects graduation chances—everything.”

The district has implemented initiatives like the Student Assistance Matters (SAM) team to combat this issue. Kunz elaborates on the SAM team’s approach: “We communicate with families during different attendance thresholds. They talk about why attendance is so important and why it matters. They meet with students at school and send communication to families.”

Despite these efforts, Kunz acknowledges the limitations, stating, “But to me, what do 30 absences or more mean for a student, and most of my career has been in secondary education… but that’s going to mean an increased risk of not passing those classes and leads to not on-time graduation.”

When questioned about potential solutions and whether earlier intervention is feasible, Kunz explained, “Sure, we flag them daily. Every time a student is absent, a family gets a phone call or a text message, whichever is the family’s preferred method of contact.”

White sees cultural representation as a critical factor in addressing attendance issues, suggesting, “I think that hiring folks that look like these families, making culture a strength in the process would make a big difference.”

He advocates for a broader, community-focused approach, emphasizing, “We can get into who’s more at fault all day. Nevertheless, the work needs to be done. We must reach these families; otherwise, these children will continue to fall through society’s social and educational cracks.”

Two sportswriters for the MSR, who work extensively with students, weigh in on the truancy issue. Mitchell Palmer McDonald, a coach and teacher at St. Paul Johnson, believes the problem lies with schools. “I think the schools need to be made more interesting. We need to learn what truly excites these today’s kids that will keep them in school.”

Charles Hallman, who coaches at Minneapolis South High, believes parents can do more. “I say it’s not about a more exciting school environment, but more parental accountability. Parents leave early in the morning without bonding or encouraging their children, as it happened when we were youth.

“The times are different, and some parents are forced to leave early, but the kids are left to fend for themselves. And when the parent is not there to enforce them going to school—many choose to ditch school,” expressed Hallman.

White and Kunz remain committed to improving St. Paul Public Schools attendance rates. Their focus on community engagement, cultural sensitivity, and proactive intervention highlights a multi-faceted strategy crucial in addressing chronic absenteeism.

By acknowledging the unique challenges different cultural groups face and implementing tailored strategies, they strive to ensure that every student has an equal opportunity to succeed academically and beyond.

Correction: This story was updated on 9/17/2024 to correct the spelling of Adam Kunz’s name.