Abstract
Using administrative data from elementary school students in Indiana, I investigate the effects of having the same teacher for two consecutive years on school disciplinary outcomes. Controlling for student and teacher fixed effects, I find that student-teacher rematches reduce the probability of receiving exclusionary school discipline, including suspensions and expulsions, and these effects are larger for students enrolled in special education services and students with prior disciplinary records. My results provide empirical evidence that repeated student-teacher matching can result in positive disciplinary outcomes. The findings of this study highlight the importance of having familiar teachers for students’ development, particularly for those who often find it difficult to build close relationships with teachers.
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