This study examines the correlation between absence, cognitive skills index (CSI), and various achievement indicators such as the Indiana Statewide Testing for Educational Progress (ISTEP) test scores, discrepancies, and school-based English and mathematics tests for 64 seventh-grade students from one middle school. Scores for each of the subtests of the ISTEP (reading vocabulary, comprehension, and total; language mechanics, expression, and total; and mathematics concepts/applications, computation, and total) as well as the math and English tests given at the end of sixth grade and beginning of seventh grade are examined for individual correlation with both school absence and CSI. Results show a significant negative correlation between absence and achievement on the following scores: discrepancy of reading total, math 6, reading comprehension, reading vocabulary, and reading total. There is a significant positive correlation between CSI and achievement indicators at every level (excluding discrepancies). The correlation between two discrepancies is significant and mostly positive as is the correlation between two achievement indicators. (Contains six tables and six references.) (Author/SLD)