In schools across America a veiled and dangerous problem continues to grow that impacts millions of students daily; that problem is student absenteeism from school. The more frequently a student misses school, the wider the achievement gap becomes. During the 2009-2010 school year, data collected from the United States Department of Education (DOE) exposed that students enrolled in public schools across the nation missed more than 57 million days of school (Taylor, 2014). Chronic absenteeism is defined as a student's absenteeism from school at least 10 days in a single year based upon a 184-day school calendar in the state of Ohio (Attendance Works, n.d.). The purpose of this study is to identify if effective communication with families regarding their students' attendance will impact student attendance rate. The investigation lasted 128 school days and was quantitative in nature as it measured the change in attendance rate once a specific attendance intervention was utilized by the school district to address the problem of chronic absenteeism and examined student attendance rate pre and post-intervention. The study looked to answer the following questions: how does a specific attendance intervention impact student attendance rate to school, how does the intervention's impact vary by grade, school, cohort, and student characteristic/subgroup, and how much does early chronic absenteeism predict later attendance patterns? Based upon a dependent t-test that was conducted using dependent variables representing student change in attendance rate pre-intervention and student change in student attendance rate post-intervention, there were no significant differences from pre- to post-intervention, t (2890) = -1.05, p = 0.292, r = 0.982. Findings from the quantitative study displayed no significant impact from the post-data analysis on student attendance rate and the answer to the three research questions being a distinctive no. An unintended outcome of the study was a significant increase in parent engagement with the school district with communication increasing during the post-data collection phase of the investigation lasting 42 school days by more than 200%. At the start of the post-data collection phase of the investigation, a global pandemic, COVID-19, or the Coronavirus, reached the United States but was not initially identified in Ohio until March 11, 2020. All K-12 schools were closed on March 12, 2020, six days after the completion of the post-data phase of the study. The bearing of this global pandemic on the outcome of this study and its data would be absolutely minimal given its less than 1% infection rate per populous at the time of data collection. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]