View in EDS

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

Saved in:
Bibliographic Details
Title: Teacher Turnover and Student Disciplinary Infractions: Evidence from New York City
Language: English
Authors: Luis A. Rodriguez, Christopher Redding
Source: American Journal of Education. 2025 132(1):29-57.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Racial Differences, Discipline, African American Students, Punishment, Labor Turnover, Teacher Persistence, Student Behavior, Discipline Problems, Public Schools, Correlation, Suspension, Minority Group Students
Geographic Terms: New York (New York)
DOI: 10.1086/737522
ISSN: 0195-6744
1549-6511
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487055
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1487055
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teacher Turnover and Student Disciplinary Infractions: Evidence from New York City
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Luis+A%2E+Rodriguez%22">Luis A. Rodriguez</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+Redding%22">Christopher Redding</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22American+Journal+of+Education%22"><i>American Journal of Education</i></searchLink>. 2025 132(1):29-57.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Punishment%22">Punishment</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Turnover%22">Labor Turnover</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline+Problems%22">Discipline Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1086/737522
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0195-6744<br />1549-6511
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1487055
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1487055
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1086/737522
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 29
    Subjects:
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Punishment
        Type: general
      – SubjectFull: Labor Turnover
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Discipline Problems
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Suspension
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: New York (New York)
        Type: general
    Titles:
      – TitleFull: Teacher Turnover and Student Disciplinary Infractions: Evidence from New York City
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Luis A. Rodriguez
      – PersonEntity:
          Name:
            NameFull: Christopher Redding
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0195-6744
            – Type: issn-electronic
              Value: 1549-6511
          Numbering:
            – Type: volume
              Value: 132
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: American Journal of Education
              Type: main
ResultId 1