Compulsory Attendance

The Office of Compulsory School Attendance Enforcement is responsible for ensuring that all Mississippi students are afforded the opportunity to attend school and to enforce the Mississippi Compulsory School Attendance Law §37-13-91 of the Mississippi Code 1972 Annotated. The law governs compulsory school attendance. It requires a parent, legal guardian or custodian who has legal control or charge of a child age six (6) to seventeen (17) to enroll him or her in an education program (i.e. public, private or home school). Student enrollment must occur except under the limited circumstances specified in subsection three (3) of §37-13-91 which includes, but are not limited to, sending the child to a state approved, nonpublic, or educating the child at home in an organized educational program. July 1, 2003, the law was amended to include the following: a child, five (5) years of age, who enrolls in public kindergarten, will have to abide by the same guidelines as outlined in the §37-13-91.

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Homeschool PolicyPDF40.61 KB16 May, 2017 Download
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Compulsory School Attendance-Officer ResponsibilitiesPDF36.76 KB29 Sep, 2011 Download
IES Practice Guide for Dropout Prevention (September 2008)

This guide is intended to be useful to educators in high schools and middle schools, to superintendents and school boards, and to state policymakers in planning and executing dropout prevention strategies. The target audience includes school administrators as well as district-level administrators. This guide seeks to help them develop practice and policy alternatives for implementation. The guide includes specific recommendations and indicates the quality of the evidence that supports these recommendations. (72 pages)

Dropout Risk Factors and Exemplary Programs-Technical Report (May 2007)
Communities In Schools (CIS) is the nation’s fifth-largest youth-serving organization and the leading dropout prevention organization, delivering resources to nearly one million students in 3,250 schools across the country. To further their network-wide commitment to evidence-based practice, CIS collaborated with the National Dropout Prevention Center/Network at Clemson University (NDPC/N) to conduct a comprehensive study of the dropout crisis in the United States. (282 pages)

What Your Community Can Do to End Its Dropout Crisis: Learning from Research and Practice (May 2007)
From the National Summit on America’s Epidemic-Balfanz, etal cite that many communities in the United States face a silent epidemic-year after year, and that one third to half or more of the primarily low-income and minority students they educate in their public school systems fail to graduate from high school. The focus of this report is what communities can do to help the dropout crisis in their own community. (29 pages)

Effective Strategies for Dropout Prevention - National Dropout Prevention Center (NDPC)
NDPC has identified 15 effective strategies that have the most positive impact on the dropout rate. These strategies have been implemented successfully at all education levels and environments throughout the nation.

Effective Interventions in Dropout Prevention: A Practice Brief for Educators
NDPC-SD was specifically established to assist in building states’ capacity to increase school completion rates for students with disabilities through knowledge synthesis, technical assistance, and dissemination of interventions and practices that work. NDPC-SD is located at the National Dropout Prevention Center/Network (NDPC/N) at Clemson University (website)

Alliance for Education Excellence
The Alliance for Excellent Education is a national policy, advocacy, and research organization created to help all middle and high school students receive an excellent education. Several research documents are found here related to the dropout crisis.

National Dropout Prevention Center for Students with Disabilities (NDPC-SD)

Solutions for Failing High Schools: Converging Visions and Promising Models (March 2002)        
This report examines promising solutions that have emerged over the past decade to the failings of traditional comprehensive high schools. It refers to a number of research studies, policy documents, and descriptions of how high schools have been experimenting with different reforms to improve student engagement and learning. Based on this research, the argument is made that the discourse on high school reform is converging around a set of basic principles and specific reform strategies designed to move schools away from the standardized, factory model of education and toward a more personalized, focused approach that provides multiple high quality learning pathways to prepare all students for college and career. (25 pages)

Think Again – The Connection between Education and True Independence
Based on compelling findings presented by Andrew Sum, economist from the Center for Labor Market Studies, regarding the consequences of dropping out of school, regional leaders across the P21 Initiative requested “youth friendly” tools to help them address this critical issue and to do so by engaging youth in the process. As such, the “Youth Voice Committee,” a sub-committee of the larger P21 Initiative embraced this as a project with a DVD as its product.

Office of Compulsory School Attendance Enforcement     P.O. Box 771     Jackson, MS 39205-0771     Phone: (601) 359-5743     Fax: (601) 576-3504

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