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The Benefits of Familiarity: The Effects of Repeated Student-Teacher Matching on School Discipline.

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Title: The Benefits of Familiarity: The Effects of Repeated Student-Teacher Matching on School Discipline.
Authors: Hwang, NaYoung1 (AUTHOR) nayoung.hwang@unh.edu
Source: Journal of Research on Educational Effectiveness. Jul-Sep2025, Vol. 18 Issue 3, p507-528. 22p.
Subject Terms: *School discipline, *Special education, *Teacher-student relationships, *Student development, *Student expulsion, Social control, Familiarity (Psychology)
Geographic Terms: Indianapolis (Ind.)
Abstract: Using administrative data from elementary school students in Indiana, I investigate the effects of having the same teacher for two consecutive years on school disciplinary outcomes. Controlling for student and teacher fixed effects, I find that student-teacher rematches reduce the probability of receiving exclusionary school discipline, including suspensions and expulsions, and these effects are larger for students enrolled in special education services and students with prior disciplinary records. My results provide empirical evidence that repeated student-teacher matching can result in positive disciplinary outcomes. The findings of this study highlight the importance of having familiar teachers for students' development, particularly for those who often find it difficult to build close relationships with teachers. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Hwang%2C+NaYoung%22">Hwang, NaYoung</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> nayoung.hwang@unh.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Jul-Sep2025, Vol. 18 Issue 3, p507-528. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+expulsion%22">Student expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22Social+control%22">Social control</searchLink><br /><searchLink fieldCode="DE" term="%22Familiarity+%28Psychology%29%22">Familiarity (Psychology)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indianapolis+%28Ind%2E%29%22">Indianapolis (Ind.)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using administrative data from elementary school students in Indiana, I investigate the effects of having the same teacher for two consecutive years on school disciplinary outcomes. Controlling for student and teacher fixed effects, I find that student-teacher rematches reduce the probability of receiving exclusionary school discipline, including suspensions and expulsions, and these effects are larger for students enrolled in special education services and students with prior disciplinary records. My results provide empirical evidence that repeated student-teacher matching can result in positive disciplinary outcomes. The findings of this study highlight the importance of having familiar teachers for students' development, particularly for those who often find it difficult to build close relationships with teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187023096
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/19345747.2024.2322673
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      – Code: eng
        Text: English
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        PageCount: 22
        StartPage: 507
    Subjects:
      – SubjectFull: School discipline
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Student development
        Type: general
      – SubjectFull: Student expulsion
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      – SubjectFull: Social control
        Type: general
      – SubjectFull: Familiarity (Psychology)
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      – SubjectFull: Indianapolis (Ind.)
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              Text: Jul-Sep2025
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              Y: 2025
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