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Strictly Speaking: Examining Teacher Use of Punishment and Student Outcomes. EdWorkingPaper No. 22-563

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Title: Strictly Speaking: Examining Teacher Use of Punishment and Student Outcomes. EdWorkingPaper No. 22-563
Language: English
Authors: Stephen B. Holt, Katie Vinopal, Heasun Choi, Lucy C. Sorensen, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2022.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 64
Publication Date: 2022
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Students, Elementary School Teachers, Discipline Policy, Expulsion, Suspension, Teacher Behavior, Punishment, Negative Reinforcement, Sanctions, Attendance, Academic Achievement, Causal Models, Racism, Classroom Techniques, Learner Engagement, Social Justice, Teacher Effectiveness, Teaching Styles
Geographic Terms: North Carolina
Abstract: While a growing body of literature has documented the negative impacts of exclusionary punishments, such as suspensions, on academic outcomes, less is known about how teachers vary in disciplinary behaviors and the attendant impacts on students. We use administrative data from North Carolina elementary schools to examine the extent to which teachers vary in their use of referrals and investigate the impact of more punitive teachers on student attendance and achievement. We also estimate the effect of teachers' racial bias in the use of referrals on student outcomes. We find more punitive teachers increase student absenteeism and reduce student achievement. Moreover, more punitive teachers negatively affect the achievement of students who do not receive disciplinary sanctions from the teacher. Similarly, while teachers with racial bias in the use of referrals do not negatively affect academic outcomes for White students, they significantly increase absenteeism and reduce achievement for Black students. We find the negative effects of both more punitive and more biased teachers persist into middle school and beyond. The results suggest punitive disciplinary measures do not aid teachers in productively managing classrooms; rather, teachers taking more punitive stances may undermine student engagement and learning in both the short- and long- run. Furthermore, bias in teachers' referral usage contributes to inequities in student outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672035
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Strictly Speaking: Examining Teacher Use of Punishment and Student Outcomes. EdWorkingPaper No. 22-563
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  Data: <searchLink fieldCode="AR" term="%22Stephen+B%2E+Holt%22">Stephen B. Holt</searchLink><br /><searchLink fieldCode="AR" term="%22Katie+Vinopal%22">Katie Vinopal</searchLink><br /><searchLink fieldCode="AR" term="%22Heasun+Choi%22">Heasun Choi</searchLink><br /><searchLink fieldCode="AR" term="%22Lucy+C%2E+Sorensen%22">Lucy C. Sorensen</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: 64
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline+Policy%22">Discipline Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Expulsion%22">Expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Punishment%22">Punishment</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Reinforcement%22">Negative Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Sanctions%22">Sanctions</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Causal+Models%22">Causal Models</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Label: Abstract
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  Data: While a growing body of literature has documented the negative impacts of exclusionary punishments, such as suspensions, on academic outcomes, less is known about how teachers vary in disciplinary behaviors and the attendant impacts on students. We use administrative data from North Carolina elementary schools to examine the extent to which teachers vary in their use of referrals and investigate the impact of more punitive teachers on student attendance and achievement. We also estimate the effect of teachers' racial bias in the use of referrals on student outcomes. We find more punitive teachers increase student absenteeism and reduce student achievement. Moreover, more punitive teachers negatively affect the achievement of students who do not receive disciplinary sanctions from the teacher. Similarly, while teachers with racial bias in the use of referrals do not negatively affect academic outcomes for White students, they significantly increase absenteeism and reduce achievement for Black students. We find the negative effects of both more punitive and more biased teachers persist into middle school and beyond. The results suggest punitive disciplinary measures do not aid teachers in productively managing classrooms; rather, teachers taking more punitive stances may undermine student engagement and learning in both the short- and long- run. Furthermore, bias in teachers' referral usage contributes to inequities in student outcomes.
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  Data: 2025
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  Data: ED672035
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672035
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 64
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Discipline Policy
        Type: general
      – SubjectFull: Expulsion
        Type: general
      – SubjectFull: Suspension
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Punishment
        Type: general
      – SubjectFull: Negative Reinforcement
        Type: general
      – SubjectFull: Sanctions
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Causal Models
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: North Carolina
        Type: general
    Titles:
      – TitleFull: Strictly Speaking: Examining Teacher Use of Punishment and Student Outcomes. EdWorkingPaper No. 22-563
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