Teacher Turnover and Student Disciplinary Infractions: Evidence from New York City

Abstract

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.