The summer program where I’m currently teaching enrolls about seventy students between the ages of six and twelve. Classes are technically open to any child in the district, but only a few parents actually sign their children up themselves; instead, the vast majority of kids are registered for the program by a teacher who was concerned with their academic performance the previous year. Parents can choose to accept or reject the enrollment, but the acceptance rate is something like 90% – it’s free, after all, and plenty of these parents are already looking for a safe place to send their children while they work during the day.
This “enroll first, ask questions later” approach removes many of the obstacles that keep struggling students from engaging with other summer programs, many of which have complicated application processes and require children to meet certain academic standards. However, it also means many families aren’t particularly invested in the program itself and, as a consequence, both parent and student engagement is lower than it might otherwise be.
Early on, an administrator confessed that this sort of setup could lead to “attendance issues,” which I took to mean some kids showing up late or even skipping class once in a while. Nine of the eleven students in my grade level were absent the first day. The next day, it was ten. By the end of the week, I had one student consistently attending and a few who had been officially withdrawn by their parents – but there were still eight children on my roster who were technically enrolled while having never once shown up.