How much have rates of students missing three or more days changed since 2003?: Percentage-point change in the share of eighth-graders who were absent from school three or more days in the month prior to the NAEP mathematics assessment, between 2003 and 2015, by group
| 3–4, 5–10, and more than 10 days | |
|---|---|
| Has an IEP | -6.3 |
| Hispanic non-ELL | -5.6 |
| Native American or other | -5.5 |
| Free-lunch-eligible | -4.6 |
| Not eligible for FRPL | -4.4 |
| Male | -3.8 |
| White | -3.5 |
| Reduced-price-lunch-eligible | -3.3 |
| All students | -3.1 |
| Not IEP-eligible | -2.9 |
| Asian non-ELL | -2.7 |
| Female | -2.4 |
| Hispanic ELL | -2.1 |
| Black | -0.9 |
| Asian ELL | 1.7 |
Notes: This chart represents the aggregate of data for students who missed 3–4 days, 5–10 days, and more than 10 days of school. Students are grouped by gender, race/ethnicity and ELL status, FRPL status, and IEP status. ELL stands for English language learner; IEP stands for individualized education program (learning plan designed for each student who is identified as having a disability); and FRPL stands for free or reduced-price lunch (federally funded meal programs for students of families meeting certain income guidelines).
Source: EPI analysis of National Assessment of Educational Progress microdata, 2003 and 2015