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Many studies have documented small negative relationships between teacher absences and student achievement. The purpose of our research was to explore relationships between teacher absences and student achievement in a large urban school district in the southeastern United States. The work emerged from a question directed to the Accountability Office by a member of the School Board. This study is unique in that both school-level and teacher-level teacher absences were used to predict student academic achievement. The results are mixed: In schools where average teacher absences were low, individual teacher's absence was statistically and negatively associated with student achievement; however, this effect was washed out in schools where the average teacher absences were high. Our findings blend nicely with those targeting factors of potential impact in predicting achievement across schools.