Student exclusionary consequences and teacher inexperience at Texas moderate-size high schools

Abstract

In this statewide, multiyear investigation, the relationship between teacher inexperience levels and student discipline assignments into in-school suspension, out-of-school suspension, and DAEP at Texas moderate-size high school campuses with an enrollment of 1,000-1,999 students was addressed. An analysis of each discipline placement was conducted for the 2016-2017, 2017-2018, and 2018-2019 school years. Statistical analyses revealed a mixed presence of relationships between teacher inexperience and student disciplinary consequence assignments. The number of students assigned exclusionary discipline consequences was higher when higher percentages of inexperienced teachers were present than experienced teachers. Implications and recommendations for future research were made.