Enrollment in early childhood education programs can be an important stepping stone to higher educational achievement, particularly for low-income children. However, children cannot succeed in these programs unless they are present. The Early Childhood Education Division (ECED) in the District of Columbia Public Schools (DCPS) has identified school attendance patterns and absenteeism as areas in need of improvement for meeting school-readiness goals. This focus is consistent with the overall goal, outlined in the DCPS Capital Commitment Strategic Plan for 2017, of increasing investments that will improve in-seat attendance and reduce tardiness and truancy throughout the school system. In the past, the DCPS has contracted with the Urban Institute to identify patterns of absenteeism across DCPS's Title I school-based Head Start programs. This information has been used to inform DCPS's efforts to reduce absenteeism in early childhood programs and to achieve its school-readiness goals. This report examines the extent to which attendance patterns in DCPS's Title I school-based Head Start programs predict attendance in kindergarten through second grade. In addition, the report identifies the characteristics of children who are most likely to remain chronically absent or become chronically absent over time. The results from this report should inform the ECED and DCPS about the risk factors for staying chronically absent over time and identify potential areas to target interventions. A supplementary table is appended.