The Texas Education Agency (TEA) issued a memo Nov. 6 regarding Senate Bill (SB) 991 as passed by the 2025 Texas Legislature and the expansion of the definition of “at-risk student.” The memo outlined changes to how districts identify and serve students at risk of dropping out of school. The letter explains amendments to Section 29.081 of the Texas Education Code enacted through SB 991. These changes, which took effect Sept. 1, expand the statutory definition of an “at-risk” student and have direct implications for campus-level intervention, attendance tracking, and accountability reporting.

Under SB 991, two new categories are added to the state’s at-risk definition: chronically absent students and truant students. A chronically absent student is now defined as one who misses more than 10% of the required instructional days in a school year or in any enrollment period exceeding 30 instructional days. In addition, students identified as truant under local or state definitions will now be automatically included in the at-risk population. This means that chronic absenteeism, long treated as an early warning indicator, is now formally embedded in the state statute, making attendance a key factor in determining which students qualify for state-funded supports and dropout prevention programs.

For administrators, this expansion represents more than a definitional change; it alters how districts must track and respond to attendance patterns. Campuses will need to ensure that student information systems can flag students whose absences exceed the 10% threshold and that truancy-tracking processes align with the updated statutory requirements. Intervention frameworks, including tutoring, mentoring, accelerated instruction, and alternative education programs, must now include students identified as at risk because of chronic absenteeism or truancy. TEA’s letter also directs districts to update PEIMS and other local data-reporting systems to capture this expanded population accurately, ensuring compliance when accountability reports are issued for the 2025-26 school year and beyond.

While the change is significant, TEA clarified that not all absences will count toward calculations of chronic absenteeism. Only specific types of absences, such as unexcused or certain locally excused absences not eligible for state funding, will be included. The threshold also applies only to students enrolled for more than 30 instructional days, meaning that highly mobile students with short enrollment periods may not meet the definition even if they miss several days. The letter emphasizes the need for collaboration among departments, including attendance, curriculum and instruction, student services, and data management, to ensure consistent implementation.

The broader intent of SB 991 reflects growing recognition that chronic absenteeism is one of the strongest predictors of student disengagement and dropout risk. By embedding it into law, the Legislature is directing schools to intervene earlier and more systematically. Research cited by advocates suggests that students who are chronically absent in middle and high school are far more likely to drop out than their peers. Accordingly, this statutory change underscores the importance of proactive attendance monitoring and wraparound supports to improve graduation and postsecondary readiness outcomes.

District leadership teams are encouraged to brief student services and data staff, audit existing attendance-tracking systems, and identify which students will be newly classified as at risk as soon as possible. It will also be important to communicate these changes to school boards and community partners, as expanding the at-risk population could affect staffing, intervention funding, and accountability metrics.

In short, SB 991 moves chronic absenteeism from a warning sign to a legally recognized criterion for identifying at-risk students. The change signals a shift in how Texas schools will approach dropout prevention, requiring earlier intervention and more integrated data systems to ensure that students struggling with attendance receive timely support before they fall too far behind.