Teacher Turnover and Student Disciplinary Infractions
Evidence from New York City
Bibliographic Data
| ID | 11366369 |
|---|---|
| Authors | Luis A Rodríguez (0000-0002-4877-2056, University of Florida, corresponding author), Christopher Redding (0000-0003-0850-9322, New York University) |
| Year | 2025 |
| Volume | 132 |
| Issue | 1 |
| Pages | 29-57 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/737522 |
| OpenAlex | W4413757072 |
| Language | EN |
| References cited | 38 |
Purpose: Racial disparities in schools’ use of exclusionary discipline remain a persistent concern, particularly for Black students. Research examining the interplay of school factors on their influence on the use of exclusionary disciplinary punishments has overlooked the role that staffing instability, particularly in the form of teacher turnover, has on school discipline outcomes. To better understand the influence that teacher staffing instability has on school discipline, this study estimates the relationship between teacher turnover and student disciplinary infractions. By introducing student discipline as an outcome in the teacher turnover literature, the study further develops the mechanisms through which teacher turnover negatively affects students. Research Methods/Approach: By drawing on 11 years of panel data from New York City Public Schools, this study employs regression methods to estimate the relationship between school-level rates of teacher turnover and school discipline patterns, distinguishing between turnover occurring within a school year and at the end of a school year. Findings: Findings show significant associations between higher teacher turnover and an increased likelihood of students receiving office discipline referrals and suspensions, particularly for Black students and other non-Asian, non-Hispanic students of color. Our analysis also reveals that as the experience levels of teachers leaving midyear increase, the likelihood of student referrals and suspensions increases. Implications: Study findings have implications for understanding the ways in which teacher turnover interplays with schools’ capacity to address student behavioral issues, aligning with prior research on the far-reaching impact of teacher turnover on various aspects of students’ educational experiences
Discipline · Mathematics education · Pedagogy · School Discipline · Social science · Sociology · Collaborative Teaching and Inclusion · Education Discipline and Inequality · Psychology · Teacher Education and Leadership Studies
The School Discipline Dilemma
Returns to Teacher Experience
A Vicious Cycle
Teachers’ Perceptions of Their Working Conditions
Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina
Authoritative school discipline
Race Is Not Neutral
Disproportionality Reduction in Exclusionary School Discipline
Match Quality, Worker Productivity, and Worker Mobility
Up the down escalator? Examining a decade of school discipline reforms
Examining Disparities in Student Discipline
JUE Insight
The Ties That Bind
The Achievement Gap and the Discipline Gap
New Evidence on the Frequency of Teacher Turnover
Understanding a Vicious Cycle
Teachers Are Not Lemons
Suspending Suspensions
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students
Parsing Disciplinary Disproportionality
Teacher Turnover and Teacher Shortages
School Organizational Contexts, Teacher Turnover, and Student Achievement
Teacher Collaboration in Instructional Teams and Student Achievement
Student Perceptions of School Climate as Predictors of Office Discipline Referrals
How Teacher Turnover Harms Student Achievement
The Effect of Suspensions on Student Attendance in a High-Absenteeism Urban District
Trust in Schools
Value in diversity
| Citation velocity | historical |
|---|---|
| Highly cited | No |