How San Diego County Schools Are Adapting to California’s Attendance Policy Shifts
California’s recent changes to school funding policies have sent districts scrambling to adapt. A new law, Assembly Bill 167 (AB 167), now ties K-12 funding more directly to daily student attendance rather than overall enrollment. For schools in San Diego County, where chronic absenteeism has long been a challenge, this shift could mean significant financial strain. But local districts aren’t waiting for budgets to collapse. Instead, they’re rolling out creative strategies like Independent Study Contracts and Saturday School programs to keep students engaged—and funding intact.
The Problem with AB 167: When Absences Hit the Bottom Line
Under the previous system, California schools received funding based on enrollment numbers, regardless of how often students showed up. AB 167 flips this model, emphasizing average daily attendance (ADA) as the primary metric for state funding. For districts with high absenteeism rates, even a small dip in attendance can translate to six- or seven-figure losses annually.
San Diego County, home to over 500,000 public school students, faces unique hurdles. Factors like long commutes, family responsibilities, and health-related absences disproportionately affect certain communities. A student missing just two days a month could cost their school thousands over the academic year. “This isn’t just about compliance—it’s about equity,” says Maria Gonzalez, a district superintendent. “Schools serving vulnerable populations risk losing resources they desperately need.”
Independent Study Contracts: Flexibility Meets Accountability
To address this, several districts have introduced Independent Study Contracts (ISCs). These agreements allow students to learn remotely for short periods while still counting toward ADA. Unlike pandemic-era remote learning, ISCs are highly structured. Families work with teachers to create personalized plans, outlining assignments, deadlines, and check-in meetings.
Take 15-year-old Javier, a sophomore in Chula Vista. When his single mother fell ill last month, he signed an ISC to care for her while keeping up with coursework. “I submitted math problems online and met with my history teacher via Zoom twice a week,” he explains. “It was tough, but better than falling behind.”
Critics initially worried ISCs might enable truancy, but data tells a different story. Early adopters like the Sweetwater Union High School District report a 22% reduction in unexcused absences since rolling out contracts. “This isn’t a loophole—it’s a lifeline,” says Dr. Karen Smith, a Sweetwater administrator. “Students facing homelessness, illness, or family crises can stay connected without penalizing their schools.”
Saturday School: Turning Lost Hours into Learning Opportunities
For students who’ve already missed too many days, districts are doubling down on Saturday School—a program that lets them “make up” attendance hours. Held on campus or virtually, these sessions blend academic support with hands-on activities. At Oceanside Unified, for example, Saturday mornings now feature robotics workshops, college essay coaching, and even yoga classes.
The incentive? Every Saturday session attended erases one absence from a student’s record. For seniors like Aisha, who works weekends to help her family, the program has been transformative. “I missed Mondays a lot because of my job,” she says. “Now I attend Saturday School, get extra help in chemistry, and my school doesn’t lose money. It’s a win-win.”
Districts have also partnered with local nonprofits to provide transportation and meals, removing barriers for low-income families. Early results are promising: San Diego Unified saw a 40% spike in Saturday participation this fall, recovering over 1,200 attendance hours in a single month.
Why These Strategies Work—And What’s Next
Both ISCs and Saturday School share a common thread: they meet students where they are. By offering flexibility without sacrificing accountability, districts acknowledge that life doesn’t always align with a traditional school schedule.
But challenges remain. Scaling these programs requires funding for staff training and tech infrastructure—resources some rural districts lack. There’s also the question of long-term sustainability. “We can’t rely on stopgaps forever,” warns Gonzalez. “We need systemic solutions, like revising how ADA is calculated for high-need communities.”
For now, though, San Diego County’s approach offers a blueprint for others navigating AB 167’s ripple effects. By blending empathy with innovation, educators are proving that student success and financial stability don’t have to be at odds—and that sometimes, thinking outside the classroom is the best way to protect what happens inside it.
Please indicate: Thinking In Educating » How San Diego County Schools Are Adapting to California’s Attendance Policy Shifts