Editor’s note: This essay is an entry in Fordham’s 2024 Wonkathon, which asked contributors to answer this question: “How can policymakers and practitioners radically reduce chronic absenteeism—at least below pre-pandemic levels and preferably much further?” Learn more.
There is a conceptually extremely straightforward way to radically reduce chronic absenteeism and most of the other blights harming our school system: Change our schooling paradigm.
Schooling is the most important industry in the world, yet it is a failed industry. Research at Duke University, which I observed very closely, showed clearly and starkly why schools fail. Ninety-five percent of our classrooms violate what should be the first principal of schooling: Amplify, do not short-circuit, children's fundamental learning drives.
Our schooling system was created during the Industrial Age specifically to short-circuit these drives so farm kids would work pliantly in factories. Children are meaning construction organisms, and when you put them in meaning-destroying environments like our classrooms, they lose motivation. When the pandemic dissociated them from being in the classroom, they lose more motivation, so it’s no wonder they have become chronically absent.
Duke replaced the typical information transfer/testing model with a far more powerful and effective model based on gifted techniques for all children that put passion, beauty, joy, and meaning construction at the center of learning. This power-up paradigm was introduced in six K–2 classrooms in each of twenty-eight K–5 schools for a total of 5,000 students who were primarily of poverty and color. Although passion was a key goal, academic rigor was higher than in the system it replaced.
The results were extraordinary. Gifted identification rates in this population went from 0 percent to 28 percent—an astonishing increase—versus the national average of 6 percent. After the research, one school brought the methodology to all classrooms, K–5. The fifth-grade math, English language arts, and science combined proficiency in this school went from 41 percent to 86 percent in five years as the poverty rate climbed from 70 percent to 90 percent and the racial achievement gap fell from 28 to 8 points. Imagine if the current top NAEP proficiency level went from 41 percent (fourth grade math) to 86 percent; Duke showed that this is more than possible.
I observed many of these classrooms and a significant number of those using traditional means in the same schools. There was no comparison: Children in the Duke classrooms were extremely motivated, very active, learned, and used sophisticated soft skills, and most relevantly, were extremely excited about school so that many of them wanted to come in on weekends and over the summer.
This excitement is the only real solution to the problem of chronic absenteeism.
From my extensive experience in Duke classrooms plus (1) my work in Hollywood and PBS with advanced artist-based learning experience creation and (2) my work at Columbia University Teachers College on paradigm issues, I realize that there are four key principles or steps necessary to reform our schools and solve the myriad of problems, like absenteeism, hyper-disengagement of boys, rising mental health problems, poor performance, etc., that plague our ill-conceived system. These are:
1. Learning DNA. Understand children’s learning and productivity drives and the immensely powerful forces for learning and flourishing unleashed when school environments resonate with these drives.
But also be aware (1) that our schools were designed to destroy these forces and (2) that everyone is exposed to the destructive value system that does this starting at age five. This early and universal exposure makes these values second nature to virtually everybody, including teachers, administrators, politicians, parents and, especially, wonks.
2. Joyful learning. Create learning experiences that optimize these forces. This is done by striving for three goals: (1) passion (plus beauty, joy and meaning); (2) soft skills like curiosity, creativity, collaboration, etc.; and (3) hard academic skills and knowledge. Children’s interest in and capacity for acquiring academic knowledge is dramatically increased when it’s done in the context of passion and meaningful soft skills. The goal is to make learning an unforgettable experience, and Duke and IBM showed this can be done by combining advanced pedagogy, artistic experiences, and enlightened technology.
3. Power-up schooling. Entire schools and districts must be completely transformed to the new model. The new techniques will evolve rapidly, and teachers require significant scaffolding to use them and keep up with pedagogical and media format advances. This requires an external power-up services provider to partner long-term with the district. It also requires a new financial model for schooling and serious scaling techniques using technology.
4. Viral reform. Good learning and schooling models can only be turned into effective reform if the very considerable obstacles to change are understood and analyzed. The reason that American schools don’t improve (in fact, they seem to be devolving) is that there is a very specific innovation barrier that keeps new ideas out of the classroom. Every single Duke school backslid to the old model, losing all progress. I had a front-row seat to observe and analyze this barrier to innovation and now fully understand it and the three other related obstacles to reform: (1) the irrational schooling market, (2) the lack of a connection between investment inputs and improved academic outputs (the “broken pump”), and (3) the need for virality accelerants. Any plan must incorporate workable solutions to these problems.
The only change that will cure the absentee pandemic—and it will fix a large swath of other problems as well—is effective reform that transforms our schools to the power-up model. None of the hundreds of efforts tried in the past sixty-six years (since Sputnik) have had all four of the above factors, and thus all have failed as the old model comes crashing back in (if it ever went away to begin with).
Although this seems like a huge lift, like buying a new car when you have a flat tire, nothing else has ever worked and ever will. We simply cannot just fix the flat because it’s not the problem; the whole vehicle is the problem, and we need a new one. To change metaphors, chronic absenteeism is not a disease, it is a symptom, and there are many other symptoms of the disease breaking our school system and our future: dysfunctional politics, a permanent underclass costing at least $1 trillion a year, at least a 20 percent reduction in GDP, sub-optimal workplaces, teen mental illness, individual psychological problems, deaths of despair, political attacks on the public school system, (some) school shootings, and many others.
All the factors are in place to make viral reform happen except awareness. The paragraph quoted below is full of band-aids that will not work when the problem requires a far more intense intervention. Once a minimal awareness of the problem and solution spread, viral reform can happen and the American public schools will finally flourish.
From the Wonkathon writeup, some possible band-aids:
“School systems and charter networks have experimented with many different interventions to mitigate the problem. Connecticut, for example, used federal Covid-19 relief dollars to develop a home-visit program. A Detroit school paired home visits with adult mentors for students. New Mexico requires its districts to craft attendance plans with interventions tailored to the students’ situations. Santa Fe hired attendance coaches and offered students incentives to return to classrooms. Maine and New Jersey have created attendance teams tasked with analyzing data and finding solutions. There’s been much talk about making school more engaging, building relationships with parents, and clarifying guidance about when sick children should and shouldn’t stay home.”