; 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 (or guardians, as appropriate), public-partner partnerships, and community partners. (5) 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 2012–2013 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. 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. 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 ; and (3) by adding at the end the following: (J) interventions for students who miss 10 percent or more of school days (as determined at any time during a school year), which may include— (i) implementing data collection systems that assist schools in collecting and tracking attendance data; (ii) creating data-sharing and confidentiality agreements between schools, social service agencies, city and county governments, and partner agencies or community organizations working with students; (iii) partnering with local health, transportation, and service providers to target intervention efforts; (iv) training and integrating school personnel for mentoring