This study investigates the impact of various types of absenteeism--excused, unexcused, and suspensions--on 2024 English I and II EOC scores among 9th and 10th graders at a suburban North Texas high school. This quantitative analysis aimed to understand whether different absence types influence academic achievement when controlling for ethnicity and gender. Although the study did not find statistically significant relationships between absence types and EOC scores, the results provide valuable insights into the complex factors influencing student performance. These findings suggest that other influences may play a more crucial role in student achievement, underscoring the need for further research to explore these dynamics and to refine policies around absenteeism to support equitable educational outcomes for all students. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]