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Recent federal education policies and initiatives in the United States have emphasized the importance of college and career readiness and showing up to school. The Carl D. Perkins Career and Technical Education Improvement Act provides federal funding for career and technical education (CTE) in the country, while the Every Student Succeeds Act (ESSA) allows for states to decide upon a non-traditional measure of school success. In response, 36 states identified chronic absence as that measure. Using an instrumental variables estimation approach, we examined the association between applied STEM career and technical education (AS-CTE) coursetaking and school absences. We found that participation in AS-CTE is predictive of fewer absences as well as reduced probability of chronic absenteeism. Implications are discussed.