ODE taps Thurston High for study to improve attendance, state practices

The Oregon Department of Education (ODE) has invited Thurston High School to participate in a key study analyzing attendance and the school’s tactics to support students and consistent engagement. Insights from the study will help ODE shape statewide policy and refine best practices across Oregon.

Statewide data shows gradual improvement in attendance, but not a full return to pre-pandemic levels. In 2023-24, about 66% of Oregon students attended school at least 90% of the time. This is up nearly four percentage points from the previous year, yet still below the roughly 80% seen before COVID.

Thurston’s attendance trends mirror this pattern:

• 2017–18: 69% (state average: 80%)
• 2018–19: 68% (state: 80%)
• 2021–22: 54% (state: 64%)
• 2022–23: 55% (state: 62%)
• 2023–24: 57% (state: 66%)
• 2024–25: 59% (state: 67%)

Though THS has consistently trailed the state average, the school has made steady gains in recent years. This improvement is what drew ODE’s interest in studying Thurston’s approach. Principal Kimberlee Pelster said rebuilding strong attendance has been an intentional, schoolwide priority. 

“Attendance is culture. Returning from Covid and from distance learning, rebuilding a positive expectation around the importance of attendance was a big priority for us,” said Pelster. “We focused on telling the story of why attendance matters. For all students, especially underclassmen, we see a direct connection between regular attendance and credit attainment.”

Pelster and her staff also invested in building a strong menu of campus supports, from an on-site family resource center, to a team of success coaches. At THS, students are also rewarded for their attendance.

“We start each year with a focus on celebrating regular attendance,” said Pelster. “Any student who is attending regularly is entered into a drawing, and the winners are announced in advisory each week. This helps keep the message that attendance is important, front and center.”

For students who didn’t have regular attendance the prior school year, THS invites them to participate in a “Pledge to Attend,” this is a sprint in the first month of school. Students meet with a coach, talk about attendance, set a goal for 90% attendance, and then track their progress. Each week, the student gets recognized if they’re on track, or they get support. 

“Short, intentional goal setting (paired with celebration or support) makes a difference for students,” said Pelster.

THS has also spent a significant amount of time reaching out to families. Instead of relying on autodialers, THS staff make personal calls directly to families of students when attendance becomes irregular. These conversations often reveal barriers and guide staff in connecting students to the right campus supports. 

Data gathering has played a crucial role in informing and shaping attendance strategy at THS. Keeping track of students and making intentional interventions have not only helped improve attendance at THS, but also boosted learning goals and on-time graduation.

“We also know from students based on our climate survey that they feel connected to a caring adult on campus. That means students know someone will notice, and someone will care, if they make it to school each day,” said Pelster.

Absenteeism rates in Oregon are highest in kindergarten, early elementary grades and among high school seniors, according to the state data and school districts. Education experts say absences in the younger grades can have the most impact, and research shows students who are chronically absent in preschool, kindergarten and first grade are much less likely to read at grade level by third grade, making them four times more likely to drop out of high school than proficient readers. 

Pictured above: Mr. Hornung leads an introduction to chemistry class for students at THS.