Chronic absenteeism is a critical predictor for student achievement and high school graduation rates and helps to identify at-risk students. It is a significant challenge in the NYC public school system, driving inequitable outcomes for marginalized students. Since 2014, NYC public schools have used the community school model as an equity strategy, providing funding to external community-based organizations that partner with individual schools to provide non-instructional supports, including attendance teams dedicated to reducing chronic absenteeism. This study focused on the use of improvement science through PDSA (Plan-Do-Study-Act) cycles at two secondary schools in NYC that have used the community school model for more than five years. The first cycle focused on de-implementation, a healthcare strategy that is being applied to community school work for the first time. De-implementation is the reduction or elimination of ineffective strategies to increase capacity, creating more time for implementation of highly effective strategies. De-implementation was repeated as needed until enough capacity was created to introduce new strategies. In this study, both high schools successfully used de-implementation to increase the efficacy of their attendance teams and to increase the capacity of their attendance team members. Additionally, one of the two schools created enough new capacity to implement a new attendance strategy focused on the collection of intersectional data through student mentoring. [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.]