; while internal factors include health, fear of bullying, concern for safety, and not valuing daily school attendance. Therefore, it is critical to have cross-sector collaborations and multifaceted strategies that incorporate parents, public-private partnerships, and community partners. (6) Students of color are disproportionately chronically absent compared to their White peers. Latino students are 11 percent more likely to be chronically absent, African-American students are 36 percent more likely, and American Indian and Pacific Islander students are over 65 percent more likely according to the Department of Education’s Office of Civil Rights Data Collection. (7) Studies have shown that mentors can help reduce chronic absenteeism. Students who regularly meet with mentors are 52 percent less likely than their peers to skip a day of school and 37 percent less likely to skip a class. In one program, previously chronically absent students in 2012–13 with Success Mentors gained 51,562 additional days of school compared to previously chronically absent students without mentors at comparison schools; and 92,277 additional days compared to comparison school students without mentors during the 3-year initiative. (8) A report on the impact of one mentoring program found that it reduced school absenteeism by half. In another study, youth showed a gain of more than a week of class attendance. (9) Studies estimate that 9.4 million young people who are at risk need a mentor. 3. Interventions to address chronic absenteeism Section 4108(5) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7118(5) ) is amended— (1) in subparagraph (H)(iii) by striking or at the end; (2) in subparagraph (I), by striking the period at the end and inserting ; or