The study investigated school-to-family communication efforts to improve daily attendance among economically disadvantaged students at the R Elementary School (pseudonym). Research questions during this study included to what extent does a 6-week school-to-family communication initiative impact student attendance rates and what are the existing organizational factors and communication measures that have contributed to high absenteeism among economically disadvantaged students? The attendance intervention incorporated three main parts: the researcher assigned members of the R School Mental Health Team to communicate with economically disadvantaged families with high rates of absenteeism when students were absent from school; created an attendance spreadsheet to track attendance updates; and led attendance meetings to discuss attendance measures with the members of the R School Mental Health Team. The researcher utilized a mixed methods study which included tracking data through a shared attendance spreadsheet, utilizing the W Public Schools (pseudonym) student information system, and distributing a pre and post-family survey and reflection form to collaborators and participants at the end of the intervention period. The attendance rate among fourteen students who participated in the intervention increased by 2% and the pre-survey and post-survey data indicated a slight improvement in family perception of daily attendance communication. Given the limited sample size and slight rate of improvement in student attendance rates, more research is needed in the areas of school-to-family communication in regard to student attendance. [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.]