General education students show a higher rate of attendance than do special education students. To shed light on this discrepancy, the Office of Research, Evaluation, and Assessment (OREA) of the New York City Board of Education conducted a three-part study focusing on students in both groups who are truants or in danger of truancy. Part 1 of the study was a national mail survey of attendance policy and procedures in 34 cities. Part 2 is a statistical summary of attendance data for special education and general education students in New York City public schools. Part 3 is the report of a field study in five community school districts (five elementary schools and two middle schools in each district and two high schools in each borough). For the most part, initial attendance intervention was quicker and more consistent for special education than for general education students, but once referred, the frequency of follow-up services was comparable. Districts and schools showed a wide range of variability in services, resources, and types of staff, both nationally and in New York. In general, the OREA found that special education students receive as good, or slightly better, attendance intervention as do general education students. Recommendations are made for reduction of absenteeism. Study findings are presented in 49 tables and 7 figures. Eight appendixes contain additional information about the conduct of the three-part study, including case studies for three schools. (SLD)