Turnover contributes to higher rates of student suspensions and disciplinary referrals, according to a study based on New York City Public Schools data and reported in K-12 Dive.
If a teacher leaves in midyear, the probability of students receiving a suspension or referral increases by 20% to 30% on average for each year of experience the departing teacher had, according to the study.
The analysis examined data for grades 6-12 over 11 academic years between 2011-12 and 2021-22.
Students are less likely to be disciplined when teachers stay. A 4.5% drop in teachers leaving midyear led to an average 2.4% reduction in suspensions and 1.9% drop in referrals, and a 13.3% decrease in year-end teacher departures led to average drops of 7.2% and 5.7%, respectively.
The findings were not surprising to Luis Rodriguez, professor of educational leadership and policy studies at NYU Steinhardt, who conducted the study in partnership with Christopher Redding, professor of educational leadership and policy from University of Florida.
“Teacher turnover predicts increased use of suspensions and office referrals for students,” says Rodriguez.
Policymakers and school leaders need to design strategies to both reduce turnover and mitigate its effects through mentorship, targeted professional development, and fostering inclusive school cultures, Rodriguez says.
“What they should be focused on, in response to teachers leaving, is what resources need to be allocated,” he says. “Turnover is harmful as it relates to school discipline. It’s not just that leaders should be concerned about how student academic performance is affected.”
Newer teachers likely need more training to effectively address behavioral issues — both inside and outside of the classroom — so they don’t always resort to sending a student to the principal’s office for a referral or suspension, Rodriguez says. This could be addressed during the onboarding process for new teachers, he adds.
“Teachers sometimes don’t have rigorous supports as they’re starting out in a professional role or even in the school environment,” Rodriguez says. “It might be crucial even for teachers who have experience but are newer to a particular school to have support as they transition.”
K-12 Dive
