This report examines absenteeism and its relationship to performance on the California Achievement Tests (CAT) and the Graduation Exit Examinations (GEE) administered in the New Orleans (Louisiana) public schools in the spring of 1993. It also focuses on the need to report test data in a manner that more accurately reflects a district's achievement performance on standardized tests. Achievement profiles are presented that should be used to determine the success of district efforts for educational improvement. Achievement is more accurately reflected when test results are adjusted for student enrollment and absenteeism at the tested school. Evidence of district progress is best based on students enrolled all year who were not absent excessively. Median reading percentile scores on the CAT for students with less than 16 days absent were 4 to 7 points higher at every grade compared with scores not adjusted for absenteeism. Median reading and mathematics percentiles decreased as the number of days absent increased at all grade levels. A similar pattern was apparent for the GEE. The problem of absenteeism is especially critical at the secondary level, where any proposed solution must address the needs of high-risk students. Eight tables and five figures present study findings. (SLD)