Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/334686 
Year of Publication: 
2025
Series/Report no.: 
IZA Discussion Papers No. 18271
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
This paper examines how exposure to disruptive students affects teacher retention using linked teacher-student administrative records from North Carolina. To address non-random classroom assignment, we instrument for classroom exposure using the school-by-grade share of disruptive students based on prior-year disciplinary infractions. A one standard deviation increase in the share of disruptive students raises the probability of a teacher leaving the school in the following year by 1.6 percentage points. We do not find differential effects by teacher characteristics. However, working in a school environment with supportive leadership and greater teacher input into decision-making mitigates the impact of student disruptions.
Subjects: 
teacher turnover
student behavior
JEL: 
I29
J45
Document Type: 
Working Paper

Files in This Item:
File
Size
951.2 kB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.