印度的公立學校有太多的教師缺勤。在此情況下，如果在正常工作時間內無法在學校找到該教師，則視為缺勤，不包括兼職教師或志愿者教師。量詞“太多”指的是Chaudhury等人(2006年)的發現，在對印度各地約3000所政府運營和資助的學校進行的三次不事先通知的訪問中，25%的教師被發現缺課。25%這個數字也特征相比,缺乏率高的教師,通過相同的方法和測量研究在其他四個上下中等收入國家——在與孟加拉國接壤(16%)、厄瓜多爾(14%)、印尼(19%)和秘魯(11%)(喬杜里et al . 2006;世界銀行2018年)。與高收入國家的這一比例相比，全國教師質量委員會(NCTQ)發現，美國40個大城市的教師94%的時間都在上班(NCTQ, 2014)。我的分析的目標這一嚴重問題在印度是減少教師缺勤率,有明確的目標,減少教師缺席在政府學校的比例從25%降至13%,到2022年,通過衡量一個全國性的隨機調查,按照此方法從喬杜里et al。(2006)。首先,我地址老師缺席率高的后果是什么,這個問題如何影響不同群體的利益相關者。受教師高缺勤率影響的一個非常重要的群體是學生。經驗證據表明，教師的高缺勤率對學生的成績有負面影響。Kremer等人(2005)在印度證明，教師缺勤10%與學生出勤率下降1.8%有關，四年級學生考試成績下降0.02個標準差。Das等人(2004年)在贊比亞的研究表明，教師缺勤率每增加5%，在一學年的英語和數學學習平均增長就會減少4%到8%。Ehrenberg, Ehrenberg, Rees和Ehrenberg(1991)發表的一篇基礎性論文發現，如果正規教師不在，學習就會減少，學生的學習積極性也會下降，學生的學習成績也會下降。
Too many teachers are absent from government schools in India. In this context, the teacher is considered absent if he/she could not be found in the school during regular working hours and excludes part-time or volunteer teachers. The quantifier ‘too many’ refers to the findings by Chaudhury et al. (2006) that 25 percent of teachers were found to be absent from their schools during three, unannounced visits to about 3000 government run and financed schools across India. The 25 percent figure is also characterized as high in comparison to the absence rates of teachers, measured through the same methodology and study in four other lower and upper middle-income countries – in bordering Bangladesh (16 percent), Ecuador (14 percent), Indonesia (19 percent), and Peru (11 percent) (Chaudhury et al. 2006; World Bank 2018). For comparison to what this rate looks like in a high-income country, the National Council on Teacher Quality (NCTQ) found that teachers in 40 of the United States’ largest metropolitan areas were present for work 94 percent of the time (NCTQ, 2014). The goal of my analysis of this serious problem in India is to reduce teacher absenteeism rates, with the explicit objective of reducing the percentage of teachers absent in government schools from 25 percent to 13 percent by 2022, as measured through a nationwide random survey, following the methodology from Chaudhury et al. (2006). First, I address what the consequences of high teacher absence rates are, in terms of how this problem affects different groups of stakeholders. A very important group affected by high teacher absenteeism rates is students. Empirical evidence suggests that high rates of teacher absence has a negative impact on student outcomes. Kremer et al., (2005) demonstrated in India, that a 10 percent increase in teacher absence was associated with a 1.8 percent decrease in student attendance, and a 0.02 standard deviation decline in test scores of fourth grade students. Das et al. (2004) showed in Zambia that a 5 percent increase in teacher absentee rates reduced learning by 4 to 8 percent of average gains over the academic year in English and mathematics. A foundational paper by Ehrenberg, Ehrenberg, Rees and Ehrenberg (1991) found that to the extent that less learning occurs when regular teachers are absent, student motivation to attend school also falls, and student academic performance may suffer.