Date on Master's Thesis/Doctoral Dissertation
Educational Leadership, Evaluation and Organizational Development
Educational Leadership and Organizational Development, EDD
Ingle, W. Kyle
PBIS; disproportionate suspensions; urban schools; behavior
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.
Scherer, C. Angelique, "An examination of PBIS implementation fidelity and student outcomes in an urban school district." (2018). Electronic Theses and Dissertations. Paper 3026.
Retrieved from https://ir.library.louisville.edu/etd/3026