Abstract

In efforts to improve outcomes for students, state education agencies have developed systems of school improvement to identify and provide support for schools that have persistently low educational outcomes, often those with majority-Black student populations. However, such efforts have generally been ineffective in turning schools around. This article describes the effects of implementing a year-long professional development series of four full days of training based on a school-wide positive behavioral interventions and supports (PBIS) framework with an explicit focus on equity in school discipline. Results from this quasi-experimental study showed statistically significant improvements in school outcomes, including exclusionary discipline and school climate as compared with similar, nonparticipating schools. Findings are discussed in terms of using PBIS for school improvement.

摘要

为了改善学生的成绩，州教育机构开发了学校改进系统，以确定教育成绩持续低下的学校，通常是那些以黑人学生为主的学校，并为其提供支持。然而，这些努力在扭转学校局面方面通常是无效的。本文描述了基于全校积极行为干预和支持 (PBIS) 框架实施为期一年的为期四天的专业发展系列培训的效果，该框架明确关注学校纪律的公平性。这项准实验性研究的结果显示，与类似的非参与学校相比，学校成果（包括排他性纪律和学校氛围）在统计上有显着改善。