Student absenteeism surged during and after the pandemic, harming engagement and achievement. We evaluate the impact of Washington DC's High-Impact Tutoring (HIT) Initiative--designed to mitigate learning loss through targeted academic supports--on student absenteeism. Using daily attendance data and a within-student fixed effects design, we find that students were 1.2 percentage points less likely to be absent on days they were scheduled for tutoring, a 7.0% reduction. Bundling key features of high-impact tutoring, such as in-school delivery, smaller tutor-student ratios, and increased frequency of sessions, further amplify the effect. These results highlight HIT's potential to boost engagement while promoting equitable access to supportive learning environments.