Impacts of Teacher Absenteeism on Suspension and Expulsions: A Quantitative Examination in Vermont Public Schools

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Supporting Teachers in Challenging Times: Considerations for School Community, Climate, and Culture

Abstract

Efforts at explaining differences in student outcomes through differences in teacher training and experience has accomplished little (Miller, Murnane & Willett, 2008) whereas teacher absenteeism has a clear negative relationship with student achievement, even when accounting for teacher quality (Clotfelter, Ladd, and Vigdor, 2009; Bayard, 2003). Additionally, student-teacher relationships predict school engagement (Muscarà et al., 2018; Quin, 2016; Wang & Eccles, 2012). This implies a connection between teacher absences and student behavior. However, little research has been done in exploring this relationship. Using Pearson correlation analysis and multiple regression, this quantitative study examines the relationship between teacher absenteeism and discipline rates in Vermont public schools. Implications for behavior support in K-12 schools are offered.

keywords: school absenteeism, educational equity, school discipline

Authors

• Jessica Murray, University of Vermont

• Monica C. Wood, University of Vermont