The first national chronic school absenteeism data in 2016 revealed that over 6 million students in the United States missed 15 or more school days per year. Students with chronic absences miss both excused and unexcused days of school. The problem of chronic absenteeism is often overlooked during the elementary years, which is a time when foundational academics and social skills are learned. Typically, attendance issues are addressed beginning in the middle and high school levels. Students with chronic absences during the early years are often linked with poor achievement. The purpose of this study was to determine how school personnel at urban elementary schools in Georgia, implemented strategies and practices to address chronic student absenteeism. Moreover, it explored how these educators increased the average student daily attendance rate for three years, meeting or exceeding a rate of 97%, which has been linked to improved student achievement. A phenomenological research design was used to carry out the purpose of this study. This study was significant because it provided insight into the central phenomenon of chronic student absenteeism from the perspectives of administrators who have been successful with overcoming barriers to chronic absenteeism among elementary school students. Further, this study moved beyond current research by focusing on student absenteeism at the elementary, rather than middle and high school levels, with the intent to address attendance concerns at an earlier age. Exploring student attendance from the perspectives of elementary administrators may contribute to the establishment of future attendance practices and policies. [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.]