The purpose of this study was to identify what high school principals indicate are effective strategies and interventions to reduce chronic student absenteeism. Research has shown chronic student absenteeism is highest among high school students (Stronge and Associates, 2019; U.S. Department of Education, n.d.), and effects may include low academic achievement, possible high school dropout, and poor outcomes in adulthood (Elias, 2019; Ready, 2010; Stronge and Associates, 2019; Virginia Department of Education [VDOE], n.d.). Chronic student absenteeism is one measure of school performance in Virginia and therefore, a responsibility of the school principal to monitor, maintain, or improve (VDOE, n.d). This study sought to answer the following research questions: 1. What strategies and interventions do high school principals indicate they utilize and implement to reduce chronic student absenteeism? 2. What are the perceptions of high school principals regarding the effectiveness of strategies and interventions they utilized and implemented in order to reduce chronic student absenteeism? This study included a survey of 8 Virginia high school principals whose school experienced a reduced rate of chronic absenteeism between 2016-2017, 2017-2018, and 2018- 2019. The Virginia Department of Education (VDOE) reported chronic absenteeism as a measure of school accountability beginning in 2016. Additionally, this study included semi-structured interviews with 3 of the high school principals. The survey and interview questions aimed to determine various strategies and interventions high school principals implement to reduce chronic student absenteeism, along with the effectiveness of each. Principals in this study reported communication, involving school stakeholders, creating a positive school culture, and utilizing accountability practices as means to reduce chronic student absenteeism. Principals perceived communication and engaging instruction to be effective strategies or interventions utilized in order to reduce chronic student absenteeism, while data collection and management were considered to be least effective. The study suggests principals could engage in those practices perceived as effective in reducing chronic student absenteeism, but also school divisions could provide job embedded professional development to enhance the knowledge and skills of principals related to the topic. / Doctor of Education / The purpose of this study was to identify what high school principals indicate are effective strategies and interventions to reduce chronic student absenteeism. This study also explored how effective principals perceived each strategy or intervention was in regard to reducing chronic student absenteeism. The study included Virginia high school principals whose school experienced a reduced rate of chronic student absenteeism between 2016-2017, 2017- 2018, and 2018-2019. Principals participated in a survey and individual interview; the survey and interview instruments were designed by the researcher (see Appendix G and Appendix H). The study results indicated high school principals are utilizing communication as a strategy or intervention to reduce chronic student absenteeism. Additionally, principals also reported involving various school stakeholders, creating a positive school culture, and utilizing accountability practices in order to reduce chronic student absenteeism. Principals perceived communication and engaging instruction to be effective strategies or interventions, while data collection and management was perceived to be least effective. Future actions could include principals' continued efforts to engage families in practices to reduce chronic absenteeism. Principals could also monitor and support teacher instruction for student engagement. Additional implications and future research to decrease chronic student absenteeism are shared.

Chronic absenteeism is a growing concern nationwide. Millions of students are absent from school, with the number summing to one month's worth of absences per student per year. As a result of Every Student Succeed Act (ESSA), many states have included chronic absenteeism as part of their school quality indicator. For the 2018-2019 school year, attendance was included in standards of accreditation. Reducing chronic absenteeism has long been a goal for many public principals at each grade level nationwide. The purpose of this study was to identify what interventions and strategies principals were implementing to decrease chronic absenteeism. This study further identified principals' perceptions of the interventions and strategies with the greatest and least effect on decreasing chronic absenteeism. A qualitative research design was used with semi-structured interviews to determine principals' perceptions of interventions and strategies to decrease chronic absenteeism. Participants were principals from secondary schools in one urban school district, located in the Southeastern region of Virginia. Findings from the research revealed that principals in this district are implementing interventions and strategies that include: positive behavioral interventions and supports, parent contacts, community partnerships, district supports, and professional development to decrease chronic absenteeism. The findings also suggested that interventions and strategies that help build relationships between the school, students, and parents are being most effective in decreasing chronic absenteeism in this district. Implications for continued decrease in chronic absenteeism at all level of practice are recommended and suggestions for future research / Doctor of Education / The purpose of this study was to identify what interventions and strategies principals were implementing to decrease chronic absenteeism. This study further identified principals' perceptions of the interventions and strategies with the greatest and least effect on decreasing chronic absenteeism. The study included principals from secondary schools in one urban school district, located in the Southeastern region of Virginia. Principals were interviewed using interview questions designed by the researcher (see Appendix E). The research findings identified principals are implementing positive behavior interventions and supports in their schools to decrease chronic absenteeism. They are also implementing parent contacts, community partnerships, district supports, and professional development. The interventions and strategies principals find most effective in decreasing chronic absenteeism are interventions and strategies that help build relationships with students and parents. Future interventions and strategies should include additional efforts to contact parents, an increase in staff to make home visits and students being able to recover or buy back time lost from school due to absenteeism. Implications for practice in the continued decrease of chronic absenteeism are recommended, as well as suggestions for future research.