Some educators have suggested that compulsory attendance legislation should be eliminated or that the number of required years be reduced. They assert that some students cannot be successful in school and others lack the willingness to learn. This paper presents findings of a study that examined the effect of student attendance and grades. The attendance records and grade-point averages (GPAs) of a total of 995 9th-, 10th- and 11th-graders at Tiffin Columbian High School in Tiffin, Ohio, were analyzed. Findings indicate that gender had no significant effect on the number of days absent or on students' grade-point averages (GPAs). About 10 percent of the students did not attend classes for the required amount of days. A small correlation existed between students' GPAs and the number of days in attendance. The paper concludes that a mandatory attendance policy at the secondary level has little impact on learning. It argues that motivation and ability to learn have greater impacts on academic achievement. The elimination of compulsory education is advocated, with the recommendation that public schools offer 12 free years of education regardless of age so that the individual can choose when he/she is ready to be educated. Four tables are included. (LMI)