Using an explanatory sequential mixed method, this study investigated the impact of the employment of attendance agents in the Detroit Public Schools Community District on decreasing chronic absenteeism and improving attendance rates from kindergarten to fifth grade for different subgroups of students. The study also investigated the perceptions of attendance agents regarding challenges faced and strategies used in school to solve attendance issues. Quantitative data results indicated that the employment of attendance agents had a significant effect on increasing attendance and decreasing chronic absenteeism for students in second, third, fourth, and fifth grades, males and females, students with and without disabilities, and white students and Black students. However, the use of attendance agents had no significant effect on increasing attendance and decreasing chronic absenteeism for kindergarten, first-grade, Hispanic, and ELL students. Qualitative data indicated the need for more training for attendance agents through ongoing learning, collective and individual efficacy, creation and maintenance of positive proactive relationships with students and parents, and recommendations for improving attendance for early grades and Hispanic and ELL students by listening to the parents' and students' voices and uncovering the challenging factors before addressing chronic absenteeism. [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.]