Westmorland Union Elementary: attendance

29 empty seats, every school day.

On an average day in 2024–25, about 29 of Westmorland Union Elementary's 304 students were not in school. The state pays for students who attend, so those empty seats were worth about $456k that year.

29students absent on an average day

$456ka year in attendance funding those seats would bring

1 in 3students chronically absent (33.9%)

90.5%attendance rate; California 92.9%

Westmorland 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: 92.5%

6more students in school on an average day

3.6fewer days missed per student a year

$96kmore attendance funding a year, at 2024–25 rates

Westmorland Union Elementary's attendance rate in 2024–25 was 90.5%. Each point is worth the same wherever it starts, since it is a point of every enrolled student's days. Westmorland 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 Westmorland Union Elementary students missed in 2024–25, 44% were unexcused, 54% excused (illness, appointments), 2% were independent study work not completed, and 1% were suspensions. In 2018–19, before COVID, 42% 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

Westmorland Union Elementary has 59 fewer students than in 2014–15. California as a whole has 6.9% fewer, mostly because of the falling birth rate. Had Westmorland Union Elementary changed at the state's pace it would have about 338; it has 304. About 34 more students than that trend have left, worth about $487k a year.

Westmorland 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 275 students in school on an average day, against the 308 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	402	3,695	21	381	394	$11,235	$231k
2020–21	369	5,632	31	338	369	$11,649	$364k
2021–22	355	9,870	55	300	369	$12,801	$702k
2022–23	335	6,742	37	298	355	$14,485	$543k
2023–24	323	6,558	36	287	333	$15,619	$569k
2024–25	304	5,184	29	275	308	$15,830	$456k