A new report from NWEA links chronic absenteeism with slower academic recovery in math and reading after the pandemic. Using assessment data across about 2,000 districts from 2019 to 2024, the study finds districts with consistently high absenteeism—defined as at least 20% missing 10% or more of days—were less likely to return to pre-pandemic achievement levels. The effect appears stronger in math than in reading, with high-absenteeism districts about 50% further from recovery in math by 2024. The analysis also suggests attendance matters most in high-poverty districts, where the recovery gap between high- and low-absenteeism districts is larger. The article cautions the research shows correlation, not causation, but it adds to evidence that persistent missed instruction time continues to undermine learning gains—raising the need for targeted resources where absenteeism remains entrenched.