School Climate, Teacher Characteristics, and School Discipline: Evidence from New York City
Principal Investigator(s): View help for Principal Investigator(s) Luis A. Rodriguez, New York University; Richard O. Welsh, Vanderbilt University; Chelsea Daniels, New York University
Version: View help for Version V1
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Project Citation:
Rodriguez, Luis A., Welsh, Richard O., and Daniels, Chelsea. School Climate, Teacher Characteristics, and School Discipline: Evidence from New York City. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-04-29. https://doi.org/10.3886/E201625V1
Project Description
Summary:
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School discipline is a salient problem of educational policy and practice. Teachers play an important role in the production and disruption of racial inequities in school discipline yet there remains a need to disentangle the relationship between teacher characteristics, their perceptions of school climate, and school discipline patterns. This study uses longitudinal data representing over one thousand public middle and high schools in New York City and linear regression methods to examine the relationship between teachers’ perceptions of school climate, teacher characteristics, and the rates of and disparities in suspensions. Overall, results indicate more positive teacher perceptions of school climate, higher years of teaching experience, and a greater share of Black teachers are independently associated with lower rates of office referrals and suspensions, overall and especially for Black and Latinx students. The study concludes by discussing implications for teacher education and on-the job support as well as school leadership.
Funding Sources:
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None
Scope of Project
Subject Terms:
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School Climate;
Teacher Characteristics;
Teacher Beliefs;
School Discipline;
Equity;
Educational Policy;
Regression Analyses
Geographic Coverage:
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New York City
Time Period(s):
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2011 – 2019 ( 2011-12 to the 2018-19 academic years)
Universe:
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The study relies on administrative and teacher survey data for NYCPS maintained by the Research Alliance for New York City Schools (RANYCS), and represents longitudinal information across the 32 geographic school districts in NYCPS from the 2011-12 to the 2018-19 school years for middle schools (grades 6 through 8), high schools (grades 9 through 12), and schools serving any combination of grades 6 through 12 (i.e., schools with grades K through 8, K through 12, and 6 through 12).
Data Type(s):
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administrative records data;
survey data
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