Teacher absences are a constant topic of conversation — in the media, online and at district board meetings. And maybe rightly so, given that millions of employees serve in K-12 education, and if they’re absent, what happens?
Sometimes a qualified substitute is in place. And sometimes they’re not — and when that happens, student learning can come to a screeching halt.
Over the years, different analysts have tried to dig through the data to determine the real scope of the absence issue and potential solutions. But each report has been limited to either a small set of data or to a given point in time.
We’ve set out to change that. And we believe we can because we have access to absence data you won't find anywhere else. For example:
All of this aggregate data has been collected in our Aesop substitute and absence management system, used by thousands of K-12 organizations. This data is so comprehensive and diverse that researchers from the Center for Research & Reform in Education at Johns Hopkins University have declared it to be representative of national norms.
So what’s next?
We’re excited to begin analyzing this vast amount of data and to share what we learn with the education community. Each month, we’ll release an updated report and identify trends that may be meaningful for school districts. This data will eventually provide districts with a consistent benchmark to evaluate their own data.
In this first report summary, we’ve analyzed January 2016 data to lay the foundation for the types of data we’ll be presenting each month. Look for even more trends as we have multiple months of data to compare!
In this report, you’ll learn:
The number of absences K-12 employees took in January
Which days of the week had the most absences
District fill rates, and which days were hardest and easiest to fill
The percentage of substitutes who aren’t actually working