Abstract
Previous school retention research focused primarily on reducing school dropout rates, with chronic absenteeism identified as an early predictor of dropping out of school in later years. This strong association has shifted the research focus from school dropout behavior, when it is often too late to reengage students, to focusing on earlier factors that lead to chronic absenteeism. This project expands on previous chronic school absenteeism research by interviewing former Cal- Learn participants about the factors that influenced their own absenteeism, providing a closer look at school attendance issues within a specific California state mandatory welfare-based school attendance program. This qualitative study draws on data collected from semi-structured interviews of eight former participants of the Cal-Learn Program. Participant perceptions were examined to address the origin of school attendance issues and the influencing factors. Factors of home issues were predominantly linked to patterns of chronic school absenteeism, with the emerging theme of limited parental school involvement. The results suggest that parent school involvement is an important influence on school attendance. Participants also reflected on their experiences in the Cal-Learn Program, and identified program supports that assisted with school attendance and high school completion. The results indicate a favorable experience with program case management services, specifically regarding the client-case manager relationship and case manager involvement. The findings further suggest an association between reported concerns over a lack of parental involvement to the positive response of case manager involvement.