Finding effective ways to improve school attendance is more important than ever given the dramatic increases in chronic absence nationwide and in California. This report presents a compelling case for using data about unexcused absences to advance a more preventive, problem-solving, and equitable response to poor attendance. When an absence is labeled unexcused, it affects how a student and their family are treated. Although students face no negative consequences for excused absences, they can be denied credit for missed work, excluded from extracurricular activities, and eventually taken to court and fined for unexcused absences. As absences accumulate, responses generally become more punitive. Yet punitive responses are unlikely to improve attendance when absences occur for reasons beyond the control of the student and their family. Rather, overuse of the unexcused-absence label could undermine efforts to partner with students and families to improve attendance. This report concludes with recommendations for how stakeholders can use data to detect and address disparities in the labeling of unexcused absences and advance more equitable opportunities to learn. [This report was written with Joshua Childs, Cecelia Leong, and Janet E. Rosenbaum.]