The purpose of this study was to evaluate the effects of Schoolwide Positive Behavior Supports (SWPBS) in an elementary school within a large, urban school district located in the South. The effects of first year implementation of the SWPBS program were studied by examining Office Disciplinary Referrals (ODRs) and academic achievement data in reading and mathematics as measured by the Discovery Education Assessment (DEA) and the Tennessee Comprehensive Assessment Program (TCAP). The study explored the effects of gender on the implementation of SWPBS through the analysis of disaggregated discipline and achievement data. The findings of this study did not show any statistically significant differences in academic achievement or Office Disciplinary Referrals following the first year of Schoolwide Positive Behavior Supports. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]