Chronic absenteeism is a trending topic among educators, as federal and state accountability policies have emphasized the importance of students being in school. The problem addressed in this study is the high rates of chronic absenteeism in a particular urban Midwestern school district. The study explored administrators' perceptions of causes, successes, and challenges in reducing chronic absenteeism within this district. Guided by Bronfenbrenner's ecological systems theory, this study highlighted the lived experiences of school administrators and the diversity of factors to consider when addressing chronic absenteeism. This study emphasized administrators' perceptions of causes of chronic absenteeism in this district and successes and challenges regarding reduction efforts. This basic qualitative study included interviews with administrators. Data was coded and analyzed using domains of ecological systems theory. Participants in the study worked directly, indirectly, or knew of district efforts to reduce chronic absenteeism. Results from this study revealed reasons for absenteeism. Those reasons included the arduous task of tracking and monitoring absenteeism, students taking on adult responsibilities, lack of transportation, lack of teacher capacity, and students not feeling safe in school or on the way to school. In addition, efforts to curb absenteeism included attempts to incentivize students and families, partnering with organizations, and educating through poverty despite challenges. Positive social change is realized when marginalized public schools nationwide are positioned to advance educational equity for all students, including those within the urban educational setting. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]