Excessive student absenteeism among ninth graders was a major problem within a metropolitan Georgia high school. In order to solve the attendance problem and several other academic concerns, the school administration implemented a smaller learning community for ninth grade students. The Ninth Grade Academy concept implemented at the beginning of 2006 school year included a series of intervention strategies, in particular teacher involvement and incentive activities focusing on increased attendance and reduced truancy. The purpose of this triangulation mixed method study was to evaluate the perceived effectiveness of two of the intervention strategies used in the Ninth Grade Academy to increase daily attendance. The study also showed there was a significant difference in ninth grade attendance between the two periods before the implementation of the intervention strategies 2004-2006, and the period during the implementation of the intervention strategies 2006-2008. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]