Detroit Public Schools have expanded a program that provides financial incentives to students for consistent attendance amid ongoing concerns over high rates of absenteeism in the district. Known as "Perfect Attendance Pays," the initiative offers middle and high school students gift cards as rewards for attending school regularly during designated periods.

The program, initially launched for high school students two years ago, now includes middle schoolers as well. Under the current structure, students who maintain perfect attendance for a full five-day week can earn gift cards valued at $100 per week for high schoolers and $50 per week for middle schoolers. This incentive can be earned for up to 10 weeks during the period between the New Year and spring break—a timeframe when the district historically records lower attendance.

For high school students, gift cards are distributed directly via email, while middle school students’ parents receive the rewards, effectively directing the payment to families. During the 2024-25 school year, the district reportedly distributed approximately $4 million in gift cards to high school students as part of the program.

Detroit Public Schools cite the initiative as having a positive impact on attendance rates. The district reported a reduction in chronic absenteeism by seven percentage points during the first year of the program, followed by an additional two-point decrease in the second year. Chronic absenteeism in the district stood at 60.9% for the 2024-25 academic year, referring to students missing at least 10% of school days.

The funding for the incentives derives from interest earned on district funds designated for facility projects, rather than direct federal or state education budgets. The district maintains that this approach has been effective in encouraging students to attend school more consistently.

However, the program has drawn criticism from some observers who question both the messaging and the long-term efficacy of paying students to attend class. Critics suggest that awarding students for merely showing up may undermine intrinsic motivations for learning and potentially foster a transactional view of education. They argue that the approach prioritizes quantity of attendance over the quality of student engagement and academic performance.

Supporters of the initiative emphasize that improved attendance is a foundational step toward better educational outcomes, noting that students who attend school regularly are more likely to succeed academically. Still, some express concern about whether financial incentives alone can address deeper cultural and systemic issues contributing to chronic absenteeism.

As Detroit Public Schools move forward with the expanded program, debates continue over the best strategies to boost student attendance and promote meaningful engagement in the classroom.