Policy-Assigned Teacher Observations, Their Implementation, and Student Discipline Outcomes

Abstract

This study is the first to estimate main, mediated, and moderated relationships between policyassigned observations and various student discipline outcomes (SDOs). We also examine the relationships between SDOs and observations conducted. The data suggest that the percentage of students who receive at least one SDO decreases as policy assigns schools an additional 25 observations and that in-school suspension reductions drive this relationship. Improvements in teachers’ classroom management skills mediate some SDO reductions. We find that several relationships substantively depend on the degree of prior-year SDOs and the average teacher’s
years of experience. While policy may reduce SDOs, the data also suggest that schools implement observations in ways that may increase them. We discuss implications for policy, practice, and research.

Suggested Citation

Hunter, S., Kho, A., & Bowser, K. (2023). Policy-Assigned Teacher Observations, Their Implementation, and Student Discipline Outcomes: Main, Mediated, and Moderated Relationships. (Tennessee Education Research Alliance Working Paper No. 2023-06).