The researchers' mixed-method study provided an analysis of exam exemption policies. The researchers determined what impact exam exemptions have on high school students' attendance (days absent) and academic achievement (grade average) and analyzed perceptions surrounding exam exemptions as motivators. The researchers determined the difference between two differing exam exemption policies on student attendance and academic achievement outcomes. The researchers compared the number of days students were absent under a policy focusing on attendance and a policy focusing on academic achievement without attendance criteria. The average final grades of students under the two differing policies was compared to analyze differences. Descriptive data were collected to give a quantitative view of students' and stakeholders' perceptions regarding exam exemptions as academic and attendance motivators. Qualitative feedback was analyzed from students and stakeholders (teachers, administrators, the supervisory staff at the central office, and school board members) questionnaires for emerging themes surrounding specific exam exemption policies. The year with an attendance-based policy had statistically significantly (d = 0.43) fewer absences than the year without an academic-based policy. There were no statistically significant differences in academic achievement when comparing the year with an attendance-based policy to the year with an academic-based policy. Therefore, an attendance-based policy suggests a positive impact on student attendance. Researchers also found that, generally speaking, students and stakeholders believed exam exemptions motivate students to take positive action toward attendance and academic achievement but had a wide variety of perceptions concerning what an exam exemption policy should include. [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/en-US/products/dissertations/individuals.shtml.]