Date on Master's Thesis/Doctoral Dissertation

8-2018

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Ingle, W. Kyle

Committee Co-Chair (if applicable)

Immekus, Jason

Committee Member

Immekus, Jason

Committee Member

Munoz, Marco

Committee Member

Scott, Terry

Author's Keywords

PBIS; disproportionate suspensions; urban schools; behavior

Abstract

The purpose of this study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a large, urban school district. The state department of education placed the district under corrective action due to disproportionate suspension practices. In response to the corrective action, district administration required 24 schools to participate in PBIS training. This study is an analysis of PBIS implementation fidelity data, office discipline referrals, suspensions, and standardized test scores to determine if there were significant differences after PBIS implementation. I employed the repeated measures analysis of variance (ANOVA) to examine outcomes over a four-year period. Results indicated increased PBIS implementation fidelity over time. Discipline outcomes showed improvement in one year included in the study, but improved outcomes did not sustain over time. Additionally, academic outcomes did not show any significant increases. I conclude by discussing the results in terms of helping urban schools improve outcomes for students.

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