Student attendance is both a critical input and intermediate output of the education production function. However, the malleable classroom-level determinants of student attendance are poorly understood. We estimate the causal effect of class size, class composition, and observable teacher qualifications on student attendance by leveraging the random classroom assignments made by Tennessee’s Student/Teacher Achievement Ratio (STAR) Project class size experiment. A 10-student increase in class size increases the probability of being chronically absent by about 3 percentage points (21%). For Black students, random assignment to a Black teacher reduces the probability of chronic absence by 3.1 percentage points (26%). However, naive mediation analyses suggest that attendance is not a mechanism through which class size and same-race teachers improve student achievement.

学生出勤既是教育生产职能的关键投入，也是其中间产出。但是，对学生出勤率的可延展性课堂决定因素了解得很少。我们利用田纳西州学生/教师成就率（STAR）项目班级规模实验进行的随机课堂作业，估计班级规模，班级组成和可观察的教师资格对学生出勤的因果关系。每班10名学生的人数增加，使长期缺席的可能性增加了约3个百分点（21％）。对于黑人学生，随机分配给黑人老师可将长期缺席的可能性降低3.1个百分点（26％）。然而，