{"id":20907,"date":"2026-04-17T09:42:40","date_gmt":"2026-04-17T16:42:40","guid":{"rendered":"https:\/\/dornsife.usc.edu\/eri\/?p=20907"},"modified":"2026-04-17T09:42:42","modified_gmt":"2026-04-17T16:42:42","slug":"funding-trap-attendance-policy","status":"publish","type":"post","link":"https:\/\/dornsife.usc.edu\/eri\/2026\/04\/17\/funding-trap-attendance-policy\/","title":{"rendered":"The Funding Trap: How Attendance Policy Shapes Who Gets to Be Present"},"content":{"rendered":"\n\n\n\n\n  \n    \n\n\n\n\n\n\n<div\n  class=\"cc--component-container cc--article-hero \"\n\n  \n  \n  \n  \n  \n  \n  >\n  <div class=\"c--component c--article-hero\"\n    \n      >\n\n    \n<div class=\"inner-wrapper\">\n          \n<div class=\"f--field f--image\">\n\n    \n    \n    \n    \n    \n    \n              \n      <img\n                            data-src=\"https:\/\/dornsife.usc.edu\/eri\/wp-content\/uploads\/sites\/41\/2026\/04\/USC_CPC_K-12blog-768x432.jpg\"\n          data-srcset=\"https:\/\/dornsife.usc.edu\/eri\/wp-content\/uploads\/sites\/41\/2026\/04\/USC_CPC_K-12blog-1920x1080.jpg 1920w,https:\/\/dornsife.usc.edu\/eri\/wp-content\/uploads\/sites\/41\/2026\/04\/USC_CPC_K-12blog-1280x720.jpg 1280w,https:\/\/dornsife.usc.edu\/eri\/wp-content\/uploads\/sites\/41\/2026\/04\/USC_CPC_K-12blog-768x432.jpg 768w\"          data-sizes=\"(min-width:1200px) 75vw, (min-width:768px) 83vw, 100vw\"          class=\"lazyload\"\n        \n                  alt=\"An inset group photo of the USC Critical Policy Collective's members of Black educators and scholars who wrote the blog post, with a background image of an empty classroom\"\n        \n        \n                                      \/>\n\n    \n    \n  \n  \n\n<\/div>\n  \n      <div class=\"image-caption\">\n          \n<div class=\"f--field f--description\">\n\n    \n  <p>The Critical Policy Collective traveled to Washington, D.C., in the fall of 2024 to meet with policymakers to exchange ideas on how to improve outcomes for Black students across the nation. The CPC has since published three policy reports based on the experience. (Photo credit: USC CPC)<\/p>\n\n\n\n<\/div>\n    <\/div>\n  \n  <div class=\"text-wrapper\">\n    \n              \n<div class=\"f--field f--page-title\">\n\n    \n  <h1>The Funding Trap: How Attendance Policy Shapes Who Gets to Be Present<\/h1>\n\n\n<\/div>\n    \n    \n          <strong class=\"author-field\"><span >By<\/span>USC Critical Policy Collective<\/strong>\n    \n          <span class=\"post-date-field\">April 17, 2026<\/span>\n      <\/div>\n<\/div>\n\n\n  <\/div><\/div>\n\n  \n    \n\n\n\n\n\n\n<div\n  class=\"cc--component-container cc--social-share \"\n\n  \n  \n  \n  \n  \n  \n  >\n  <div class=\"c--component c--social-share\"\n    \n      >\n\n    \n  <div class=\"content-wrapper\">\n    <span class=\"a2a_kit a2a_kit_size_32 addtoany_list\" style=\"line-height: 32px;\">\n      <span class=\"title\">\n        Share\n      <\/span>\n                        <a class=\"a2a_button_copy_link\" target=\"_blank\" href=\"\/#copy_link\" rel=\"nofollow noopener\" 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       <a class=\"a2a_button_email\" target=\"_blank\" href=\"\/#email\" rel=\"nofollow noopener\" title=\"E-mail\">\n            <span class=\"a2a_svg a2a_s__default a2a_s_print\">\n              <svg height=\"12\" viewBox=\"0 0 18 12\" width=\"18\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"m8.14285714 9.42857143c-.17142857 0-.34285714 0-.51428571.08571428l7.28571427 6.34285719c.3428572.2571428.6857143.2571428.9428572 0l7.2857142-6.34285719c-.0857142-.08571428-.2571428-.08571428-.4285714-.08571428zm-1.28571428 1.11428567v.1714286 8.5714286c0 .6857143.6 1.2857143 1.28571428 1.2857143h14.57142856c.6857143 0 1.2857143-.6 1.2857143-1.2857143v-8.5714286c0-.0857143 0-.0857143 0-.1714286l-7.2 6.3428572c-.7714286.6857143-1.8857143.6857143-2.6571429 0z\" fill-rule=\"evenodd\" transform=\"translate(-6 -9)\"\/><\/svg>\n            <\/span>\n            <span class=\"a2a_label visually-hidden\">Email<\/span>\n          <\/a>\n                  <\/span>\n  <\/div>\n\n  <\/div><\/div>\n \n\n\n\n  \n    \n\n\n\n\n\n\n<div\n  class=\"cc--component-container cc--rich-text \"\n\n  \n  \n  \n  \n  \n  \n  >\n  <div class=\"c--component c--rich-text\"\n    \n      >\n\n    \n      \n<div class=\"f--field f--wysiwyg\">\n\n    \n  <p><span style=\"font-weight: 400;\">Co-authors:\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Desiree O\u2019Neal, Ph.D. Student, USC Rossier<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Dr. Taylor McGee, Assistant Professor, Christopher Newport University<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Keena Jones, Ph.D. Student, USC Rossier<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Akunna Uka, Ph.D. Student, USC Rossier<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Alvin Makori, Ph.D. Student, USC Rossier<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Dr. Kirsten Elliott, Enterprise Client Executive, NetApp<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Dr. Kendrick Davis, Professor of Research and Co-Director at USC STEM Center, USC Rossier<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Across California, educators and policymakers are grappling with two challenges that increasingly shape the stability of public schools: <\/span><b>chronic absenteeism and equitable school funding<\/b><span style=\"font-weight: 400;\">. Although these issues are often discussed separately, one framed as a challenge of student engagement and the other as a question of resource allocation, they intersect within the structure of California\u2019s school finance system.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">California\u2019s school finance system is anchored in the <\/span><a href=\"https:\/\/www.cde.ca.gov\/fg\/aa\/lc\/\"><span style=\"font-weight: 400;\">Local Control Funding Formula<\/span><\/a><span style=\"font-weight: 400;\">, adopted in 2013 to distribute resources more equitably across the state\u2019s public schools. Under LCFF, districts receive a base level of funding for each student along with additional resources for students who are <\/span><b>low-income, English learners, or in foster care<\/b><span style=\"font-weight: 400;\">.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In California, the number of students who attend school each day\u2013what is referred to as <\/span><a href=\"https:\/\/edsource.org\/glossary\/average-daily-attendance-ada\"><span style=\"font-weight: 400;\">Average Daily Attendance (ADA)<\/span><\/a><span style=\"font-weight: 400;\">\u2013 plays a central role in determining how much funding districts receive. When attendance declines, so too can the resources available to support students.<\/span> <span style=\"font-weight: 400;\">While the formula is designed to direct more resources toward students facing the greatest barriers to opportunity, <\/span><a href=\"https:\/\/www.cjrpolicylab.com\/policy-reports\/the-cost-of-equity\"><i><span style=\"font-weight: 400;\">The Cost of Equity<\/span><\/i><\/a><span style=\"font-weight: 400;\"> underscores that recent funding shifts have exacerbated long-standing inequities for Black students and that attendance-based funding structures (ADA) can reinforce those disparities.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Historically, this structure was intended to encourage schools to promote regular attendance. Yet the system also introduces financial volatility into district budgets, particularly in communities where structural challenges make consistent attendance more difficult to achieve. In practice, schools serving students who face the greatest social and economic barriers may also be the schools most likely to experience fluctuations in attendance-based funding.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Recent policy developments have brought renewed attention to the interplay between chronic absenteeism and equitable school funding. In January 2026, the California Legislative Analyst\u2019s Office released a <\/span><a href=\"https:\/\/lao.ca.gov\/reports\/2026\/5100\/Assessing-Shift-to-Enrollment-Based-School-Funding-010626.pdf\"><span style=\"font-weight: 400;\">report<\/span><\/a><span style=\"font-weight: 400;\"> examining whether the state should move away from its long-standing practice of funding schools based on<\/span><span style=\"font-weight: 400;\"> ADA <\/span><span style=\"font-weight: 400;\">and instead adopt an <\/span><a href=\"https:\/\/edsource.org\/2025\/california-school-funding-reform\/747214\"><span style=\"font-weight: 400;\">enrollment-based funding model<\/span><\/a><span style=\"font-weight: 400;\">. The report found that <\/span><b>more than 90 percent of California\u2019s school funding flows through programs tied to attendance counts<\/b><span style=\"font-weight: 400;\">, highlighting how deeply the state\u2019s funding system is tied to daily school attendance. At the same time, the analysis estimated that moving fully to an enrollment-based funding structure would require roughly <\/span><b>$6 billion in additional annual state spending disbursed to schools<\/b><span style=\"font-weight: 400;\">, illustrating the fiscal challenges associated with changing the system.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">These questions are unfolding alongside broader debates about education funding in California. Governor Gavin Newsom\u2019s proposed <\/span><a href=\"https:\/\/calbudgetcenter.org\/resources\/first-look-understanding-the-governors-proposed-2026-27-california-budget\/\"><b>2026\u201327 state budget<\/b><\/a><b> projects $125.5 billion in <\/b><a href=\"https:\/\/edsource.org\/wp-content\/publications\/PolicyBriefR3.pdf\"><b>Proposition 98<\/b><\/a><b> funding for K\u201312 schools and community colleges<\/b><span style=\"font-weight: 400;\">, approximately <\/span><b>$7.4 billion higher than the estimate released in June 2025<\/b><span style=\"font-weight: 400;\">. The proposal maintains the state\u2019s <\/span><a href=\"https:\/\/www.cde.ca.gov\/fg\/aa\/lc\/\"><b>Local Control Funding Formula (LCFF)<\/b><\/a><span style=\"font-weight: 400;\">\u2014the primary mechanism for distributing education funding\u2014and includes a modest cost-of-living adjustment for school programs. As lawmakers review the proposal ahead of the state\u2019s annual May budget revision, discussions about the relationship between attendance, funding stability, and student opportunity continue to intensify.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Together, these debates and fiscal challenges highlight a broader policy challenge confronting California\u2019s education system: <\/span><b>how should school finance systems respond when attendance patterns shift and demographic change reshapes enrollment across the state? <\/b><span style=\"font-weight: 400;\">This blog builds on two recent <\/span><a href=\"https:\/\/rossier.usc.edu\/critical-policy-collective\"><span style=\"font-weight: 400;\">USC Critical Policy Collective<\/span><\/a><span style=\"font-weight: 400;\"> reports\u2014<\/span><a href=\"https:\/\/www.cjrpolicylab.com\/policy-reports\/the-cost-of-equity\"><i><span style=\"font-weight: 400;\">The Cost of Equity<\/span><\/i><span style=\"font-weight: 400;\">,<\/span><\/a><span style=\"font-weight: 400;\"> which examines how funding shifts disproportionately affect Black students, and <\/span><a href=\"https:\/\/www.cjrpolicylab.com\/policy-reports\/combating-chronic-absenteeism\"><i><span style=\"font-weight: 400;\">Combating Chronic Absenteeism<\/span><\/i><\/a><span style=\"font-weight: 400;\">, which analyzes chronic absence as a racialized issue in California.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3><b>Chronic Absenteeism and the Conditions of School Participation<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Chronic absenteeism has emerged as one of the most pressing challenges facing schools in the years following the COVID-19 pandemic. A student is considered chronically absent when they miss <\/span><b>10 percent or more of the school year<\/b><span style=\"font-weight: 400;\">, regardless of whether absences are excused or unexcused.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">During the pandemic, <\/span><a href=\"https:\/\/www.ed.gov\/teaching-and-administration\/supporting-students\/chronic-absenteeism\"><span style=\"font-weight: 400;\">absenteeism rates increased sharply<\/span><\/a><span style=\"font-weight: 400;\"> across the United States. Although attendance has improved as schools returned to in-person instruction, <\/span><a href=\"https:\/\/hechingerreport.org\/proof-points-7-insights-chronic-absenteeism\/\"><span style=\"font-weight: 400;\">many districts continue<\/span><\/a><span style=\"font-weight: 400;\"> to report absenteeism levels that remain higher than before 2020. These patterns reflect more than individual student behavior. They often emerge from broader social conditions that shape whether students are able to attend school consistently.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Transportation barriers, housing instability, family caregiving responsibilities, and health challenges all affect attendance patterns. As <\/span><a href=\"https:\/\/www.cjrpolicylab.com\/policy-reports\/combating-chronic-absenteeism\"><i><span style=\"font-weight: 400;\">Combating Chronic Absenteeism<\/span><\/i><\/a><span style=\"font-weight: 400;\"> makes clear, these burdens are not evenly distributed: Black, Native, and Pacific Islander students in California have faced some of the highest rates of chronic absenteeism, with Black and Latine students from low-income backgrounds and students with disabilities continuing to experience disproportionately high rates. In many communities, these factors intersect with economic pressures that make regular school participation more difficult. Attendance can also be shaped by wider external conditions. For example, in California, the deployment of Immigration and Customs Enforcement (ICE) agents into communities has been cited as a contemporary factor associated with<\/span><a href=\"https:\/\/pmc.ncbi.nlm.nih.gov\/articles\/PMC12625821\/\"><span style=\"font-weight: 400;\"> increased absenteeism<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><span style=\"font-weight: 400;\"> Chronic absenteeism is therefore increasingly seen not just as a school issue but as a reflection of the <\/span><b>structural<\/b> <b>conditions shaping students\u2019 daily lives<\/b><span style=\"font-weight: 400;\">. As such, the consequences for students are substantial. Research consistently<\/span><a href=\"https:\/\/www.cresp.udel.edu\/wp-content\/uploads\/2018\/07\/P18-002.5_final.pdf\"><span style=\"font-weight: 400;\"> links chronic absenteeism<\/span><\/a><span style=\"font-weight: 400;\"> to <\/span><b>lower academic achievement, reduced graduation rates, and diminished college and career opportunities<\/b><span style=\"font-weight: 400;\">. For schools and districts, however, absenteeism also carries financial implications that receive far less public attention.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3><b>Enrollment Decline and Financial Stability<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Attendance patterns are not the only factor shaping school funding in California. The state\u2019s public school system is also experiencing <\/span><a href=\"https:\/\/www.ppic.org\/publication\/factors-and-future-projections-for-k-12-declining-enrollment\/\"><b>declining enrollment<\/b><\/a><span style=\"font-weight: 400;\">, adding another layer of complexity to district finances, because fewer students enrolled in a school means fewer resources.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">California\u2019s K\u201312 enrollment has fallen from approximately <\/span><a href=\"https:\/\/www.ppic.org\/blog\/californias-changing-school-demographics\/?utm_source=chatgpt.com\"><b>6.2 million students in 2019\u201320 to about 5.8 million in 2024-25<\/b><\/a><span style=\"font-weight: 400;\">, reflecting broader demographic changes, including declining birth rates and migration patterns. These trends are expected to continue over the coming decade, and many districts are reeling because enrollment decline can compound financial pressures. In an attendance-based funding system, districts may face <\/span><b>two simultaneous challenges<\/b><span style=\"font-weight: 400;\">: fewer students enrolled overall and fewer students attending on a given day. Together, these trends can create uncertainty for districts attempting to plan budgets, maintain staffing levels, and sustain programs designed to support students.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h3><b>Funding, Attendance, and Equity<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">The policy debate emerging in California reflects a tension between school finance structures and enrollment trends. Attendance-based funding can incentivize schools to promote regular student participation. At the same time, many of the factors driving absenteeism, including housing instability, transportation access, health challenges, and economic hardship extend well beyond the control of the schools themselves.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Taken together, these dynamics illustrate the complex relationship between K-12 finance structures and educational equity. California\u2019s LCFF system was designed to direct additional resources toward students facing the greatest barriers to opportunity. Yet, when funding is tied closely to attendance, districts serving communities\u2014including Black students and other historically marginalized student populations\u2014may also experience greater financial volatility.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">As policymakers evaluate potential adjustments to the state\u2019s school finance system, they must weigh the benefits of <\/span><b>financial stability for districts<\/b><span style=\"font-weight: 400;\"> against the fiscal implications of altering a system that has historically emphasized attendance as a central funding metric.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h3><b>Looking Ahead<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Taken together, these findings suggest that chronic absenteeism cannot be addressed through isolated school-level responses alone. California\u2019s recently released <\/span><a href=\"https:\/\/www.cde.ca.gov\/ls\/ai\/ag\/\"><span style=\"font-weight: 400;\">Attendance Guide <\/span><\/a><span style=\"font-weight: 400;\">along with the <\/span><a href=\"https:\/\/sites.google.com\/ccee-network.org\/chr-abs-statewide-resources\/home\"><span style=\"font-weight: 400;\">Chronic Absenteeism Statewide Resources Hub<\/span><\/a><span style=\"font-weight: 400;\"> developed in partnership with CCEE, offers one example of the state\u2019s growing attention to this issue, highlighting strategies for early identification, root-cause analysis, and coordinated support. Because attendance is shaped by broader structural conditions and carries direct consequences in an attendance-based funding system, the most effective responses will need to connect school practice, public policy, and future research.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Build Stronger Attendance Infrastructure and Early Intervention Systems: <\/b><span style=\"font-weight: 400;\">Schools and districts need systems that identify attendance concerns early, use disaggregated data to surface disparities, and respond through tiered supports matched to student need. This includes strengthening educator and staff capacity to interpret attendance patterns, implement culturally responsive interventions, and respond before disengagement becomes chronic. At the policy level, it also points to the importance of early warning systems, transparent reporting, and accountability structures that make inequities visible rather than obscuring them.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Address Barriers to School Participation: <\/b><span style=\"font-weight: 400;\">Chronic absenteeism is often rooted in conditions that extend well beyond the school itself, including transportation barriers, housing instability, caregiving responsibilities, mental health needs, economic hardship, and fear tied to immigration enforcement. A meaningful response must therefore move beyond punitive attendance logics and invest in wraparound supports that help remove these barriers. Flexible attendance approaches, transportation access, school-based services, and protections for immigrant students and families should be understood as part of an attendance strategy, not separate from it.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Strengthen Family and Community Partnerships: <\/b><span style=\"font-weight: 400;\">Schools cannot address chronic absenteeism alone. Family trust, multilingual communication, and sustained collaboration with community-based organizations, transit agencies, housing providers, and other local partners are central to improving attendance over time. These partnerships are especially important in communities that have experienced long-standing exclusion or underinvestment. Treating families and community partners as co-creators of solutions can help shift attendance work away from compliance and toward shared responsibility for student success.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><b>Align Funding, Policy, and Equity Goals: <\/b><span style=\"font-weight: 400;\">California\u2019s current system creates a deeper policy contradiction: schools are expected to address absenteeism and support students with the greatest needs, yet they can lose resources when attendance becomes more unstable. That tension suggests the need for stronger alignment between attendance policy, funding design, and future research. Current debates over enrollment-based funding, attendance stabilization, and statewide absenteeism reduction efforts point to an important opening for policymakers and researchers alike. The central question is not only how to improve attendance, but how to ensure that schools serving historically marginalized students are not left with fewer resources when instability rises.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Viewed together, these recommendations underscore a broader point: chronic absenteeism cannot be addressed as a narrow issue of student behavior. It must be understood as a structural and policy challenge, one that requires California to better align school participation, resource stability, and equity.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<hr \/>\n<p><b>About the USC Critical Policy Collective<\/b><\/p>\n<p><span style=\"font-weight: 400;\">The Critical Policy Collective (CPC) is an immersive, multi-school training and research endeavor based at USC, designed as a precursor to the future Critical Policy Institute. Led by faculty and students from the Rossier School of Education and the Dornsife College of Letters, Arts and Sciences, CPC envisions evolving into a nationally recognized hub for justice-oriented policy scholarship and student-driven impact across the P\u201320 educational landscape.<\/span><\/p>\n\n\n\n<\/div>\n\n\n  <\/div><\/div>\n\n\n\n  \n        \n  \n    \n\n\n\n\n\n\n<div\n  class=\"cc--component-container cc--article-related-stories \"\n\n  \n  \n  \n  \n  \n  \n  >\n  <div class=\"c--component c--article-related-stories\"\n    \n      >\n\n    \n  <div class=\"inner-wrapper\">\n              \n<div class=\"f--field f--section-title\">\n\n    \n  <h2>\n          Explore other articles\n      <\/h2>\n\n\n<\/div>\n    \n                  <article>\n              \n<div class=\"f--field f--cta-title\">\n\n    \n  <h3>\n          <a href=\"https:\/\/dornsife.usc.edu\/eri\/2026\/02\/05\/making-meaning-of-minnesota-immigration-ice-and-civic-action\/\" \n                        class=\"\" \n      >Making Meaning of Minnesota: Immigration, ICE, and Civic Action<\/a>\n      <\/h3>\n\n\n<\/div>\n        <\/article>\n              <article>\n              \n<div class=\"f--field f--cta-title\">\n\n    \n  <h3>\n          <a href=\"https:\/\/dornsife.usc.edu\/eri\/2025\/10\/24\/2025-data-estimates-undocumented-immigrants-in-orange-county\/\" \n                        class=\"\" \n      >2025 Data Estimates: Undocumented Immigrants in Orange County<\/a>\n      <\/h3>\n\n\n<\/div>\n        <\/article>\n              <article>\n              \n<div class=\"f--field f--cta-title\">\n\n    \n  <h3>\n          <a href=\"https:\/\/dornsife.usc.edu\/eri\/2025\/10\/10\/book-event-with-author-alejandra-campoverdis-first-gen\/\" \n                        class=\"\" \n      >Book Event with Author Alejandra Campoverdi&#8217;s &#8216;First Gen&#8217;<\/a>\n      <\/h3>\n\n\n<\/div>\n        <\/article>\n            <\/div>\n\n\n  <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":40,"featured_media":20911,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[26],"tags":[415,412,414,10,328,413],"class_list":["post-20907","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","tag-attendance","tag-chronic-absenteeism","tag-enrollment","tag-equity","tag-k-12-education","tag-school-funding"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - 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