Using Continuous Improvement Cycles to Improve Attendance

This case study describes how NCRERN’s rural districts in New York and Ohio used a structured continuous improvement cycle to address student absenteeism during the 2020–21 school year. Through a collaborative, data-driven process, districts reviewed attendance trends, conducted root cause analyses, identified and prioritized evidence-based interventions, and piloted selected strategies using randomized evaluations. The four attendance interventions tested—personalized messaging, mentoring, postcards, and family engagement—were implemented during the COVID-19 pandemic, requiring districts to adapt plans in real time. Based on pilot findings, districts scaled up personalized messaging, retested or revised family engagement and postcards, and discontinued mentoring. The brief highlights key lessons, including the importance of adapting improvement processes for rural contexts, incorporating stakeholder voice, balancing practitioner needs with rigorous research requirements, and recognizing the implementation challenges that can limit scaling—even when evidence suggests effectiveness.