Loleta Union Elementary: attendance

8 empty seats, every school day.

On an average day in 2024–25, about 8 of Loleta Union Elementary's 82 students were not in school. The state pays for students who attend, so those empty seats were worth about $126k that year.

8students absent on an average day

$126ka year in attendance funding those seats would bring

1 in 2students chronically absent (53.5%)

90.1%attendance rate; California 92.9%

Loleta Union Elementary's own schools, 2024–25. Charter schools are funded separately and left out. Method and sources at the foot of the page.

Enrolled, but not in school

Each bar is everyone enrolled that year. The blue part is how many were in school on an average day; the red part is how many were not.

In school on an average dayAbsent on an average day

Numbers on the bars: students absent on an average day. 2019–20 has no attendance data (COVID); 2020–21 was mostly distance learning.

What the empty seats are worth

California pays a district or charter school for each student in school on an average day (its Average Daily Attendance, or ADA). Each empty seat, valued at that year's dollars per ADA:

Hatched years: the state froze or protected attendance funding during COVID, so absences that year did not cut the money. Since 2022–23 a district is paid on the best of this year, last year or a three-year average, which softens a fall but also delays a rise.

What better attendance would bring

Attendance rate is the share of enrolled students in school on an average day. Move the slider to a higher rate: how many more seats would be filled, and what would it receive?

Attendance rate: 92.1%

2more students in school on an average day

3.6fewer days missed per student a year

$26kmore attendance funding a year, at 2024–25 rates

Loleta Union Elementary's attendance rate in 2024–25 was 90.1%. Each point is worth the same wherever it starts, since it is a point of every enrolled student's days. Loleta Union Elementary's funded ADA is above its actual attendance (the three-year protection), so part of a gain would first be absorbed before it reached the budget.

Who is missing

Absence by grade

Share of students chronically absent (missing 10% or more of the days they were enrolled), by grade, 2024–25:

Kindergarten tends to run high for reasons usually put down to young children's health, transport and families' routines. A steady climb from grade 4 to grade 12 is the pattern discouragement would leave: absence that builds as students fall further behind.

Some students carry far more of it

Groups too small for the state to report are left out. Foster youth and homeless students point to the transport, housing and family pressures outside school. They are real, and no school model removes them on its own.

Why days are missed

Of the days Loleta Union Elementary students missed in 2024–25, 55% were unexcused, 39% excused (illness, appointments), 4% were independent study work not completed, and 2% were suspensions. In 2018–19, before COVID, 57% were unexcused. Unexcused absence, where no reason is given, is the kind most likely to reflect a student choosing not to come.

Students who left

Loleta Union Elementary has 46 fewer students than in 2014–15. California as a whole has 6.9% fewer, mostly because of the falling birth rate. Had Loleta Union Elementary changed at the state's pace it would have about 119; it has 82. About 37 more students than that trend have left, worth about $521k a year.

Loleta Union ElementaryCalifornia

Enrollment as a share of 2014–15's. Census-day counts.

How we worked it out

Absent on an average day = every day of school missed by every student that year, divided by 180 school days. In school = census-day enrollment minus that. For 2024–25 this gives about 74 students in school on an average day, against the 85 ADA the state funded.
Attendance rate = students in school on an average day ÷ students enrolled.
Dollars per ADA = LCFF revenue that year divided by funded ADA, from CDE's LCFF Summary Data: the district's own. It includes the extra grants for low-income students and English learners, so it is what an added student brings, not the statewide base rate.
Years. The absence collection began in 2017–18, and some districts' figures jump the next year in a way that looks like a change in recording, so this page starts in 2018–19. 2019–20 has no attendance data (COVID). 2020–21 was mostly distance learning, when attendance meant something different.
Chronically absent is CDE's measure: a student who missed at least 10% of the days they were enrolled.
Sources: California Department of Education: Absenteeism by Reason and Chronic Absenteeism (DataQuest downloads), Census Day Enrollment, LCFF Summary Data, CAASPP research files and Free or Reduced Price Meal files.

The numbers behind the first two charts

Year	Enrolled	Days missed	Absent, average day	In school	Funded ADA	$ per ADA	Value of empty seats
2018–19	123	1,590	9	114	110	$11,161	$99k
2020–21	97	0	0	97	96	$11,444	$0k
2021–22	108	137	1	107	104	$12,414	$9k
2022–23	103	199	1	102	104	$14,206	$16k
2023–24	75	1,586	9	66	93	$15,224	$134k
2024–25	82	1,454	8	74	85	$15,557	$126k