Repeated Teacher Assignment and School Discipline

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Social Interventions to Improve School Discipline and Student Behavior

Abstract

A large body of literature underscores the importance of student-teacher relationships in student development. However, little is known about the effects of having a familiar teacher on the school disciplinary outcomes. Using data from elementary school students in Indiana, this study investigates the effects of student-teacher rematches (i.e., having the same teacher for two consecutive years) on disciplinary incidents. I control for student and teacher fixed effects and find that rematches lead to fewer disciplinary incidents, and these effects are larger for students with prior suspension records, students enrolled in special education services, low-income students, and male students. These findings underscore the role of student-teacher familiarity in disciplinary outcomes, particularly for students who have an elevated risk of being disciplined.

Author

• NaYoung Hwang, University of Missouri - Columbia