Poor student attendance is a leading indicator of future school difficulties, including low achievement, increased discipline issues, and a greater chance of dropout. In addition to individual declines, school culture can feel the effects of chronic absenteeism through student and teacher frustration and lower school morale. The purpose of this study is to assess the impact of an intervention/mentoring program designed to improve school attendance and academic performance. Students worked with a mentor to develop positive interventions to encourage them to attend school regularly. While research shows that attending school gives students the best chance for success, this study looked to identify the impact of a mentor intervention on school attendance, course pass/failure rates, and co-curricular involvement. A teacher or staff member served as a mentor and worked with each student to develop an Attendance Intervention Plan (AIP) that recognized potential strategies and interventions that could become the motivating factors for students to attend school more regularly. These interventions included positive personalized support, recognition of improved behavior, and an action plan to overcome possible obstacles. Additionally, the mentor helped provide academic support and ensure that the AIP was being followed with fidelity. Ultimately, this impact evaluation dissertation included a group of 60 students with varying rates of chronic absenteeism engaging in individualized and targeted interventions. Baseline atttendance, academic, and co-curricular data from the 2017-2018 school year were compared with post-intervention data from the 2018-2019 school year for program analysis.