High school administrators are concerned about the contribution of student absenteeism to poor academic performance and the likelihood of dropping out. Administrators are faced with the difficult task of deciding which incentives will make regular school attendance more meaningful to students, and which penalties may make truancy and class cutting less attractive. Responses from six urban high schools studied from 1983 to 1985 indicate that the most important ingredients in reducing absenteeism are the following: (1) a computerized system of monitoring and recording absences; (2) political alliances with teachers and parents committed to reducing truancy; (3) consistency in imposing penalties for repeat offenders; (4) creation and support of intervention programs; and (5) patience and the will to persevere through early implementation problems. Summaries of the programs to reduce truant behavior are cited for three high schools in Portland, Oregon; one in Eugene, Oregon; and two in Louisville, Kentucky. (MLF)