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ERIC Number: ED528760
Record Type: Non-Journal
Publication Date: 2011
Pages: 20
Abstractor: ERIC
Reference Count: 20
ISBN: N/A
ISSN: N/A
Investigating the Effectiveness of SW-PBIS on School's Accountability at Both Elementary and Middle Schools
Ryoo, Ji Hoon; Hong, Saahoon
Society for Research on Educational Effectiveness
Due to the lack of effectiveness of the punitive school approach toward challenging behaviors (Luiselli, Putnam, Handler, & Feinberg, 2005; Reynolds, Skiba, Graham, Sheras, Conoley, & Garcia-Vazquez, 2006), public schools have searched for an innovative approach to better serve students who are at risk for academic failure and dropout/expulsion. A growing number of schools have considered School-Wide Positive Behavior Intervention Support (SW-PBIS) as an innovative approach that sheds light on prevention rather than on disciplinary enforcement. Although there are some studies investigating the effectiveness of SW-PBIS on students' or schools' accountability, no studies investigate the effect of SW-PBIS over different grade levels with statewide standardized tests. The authors' study purports to investigate the effect at both elementary and middle schools with 3-year longitudinal statewide test data. In line with the purpose, three research questions guided this research: (1) Is SW-PBIS effective on schools' accountability as represented by statewide standardized tests; (2) What is the pattern of the effect on schools' accountability over time?; and (3) Which school characteristics or factors boost the effect on school's accountability? Participating schools consist of two groups: one includes elementary schools having 3rd to 5th grades and the other includes middle schools having 6th to 8th grades between the years 2008 and 2010. Preliminary data analysis based on elementary schools indicates no statistically significant relationship between SW-PBIS program and schools' accountability. Interestingly, the matched sample still indicates a fairly large gap on schools' accountability between cohort groups and matched groups (Figures 4 to 9). Although the authors' preliminary data analysis based on separate linear mixed models indicates no significant effect of SW-PBIS, further analyses are planned in order to investigate this issue more fully. (Contains 4 tables and 9 figures.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 3; Grade 5; Grade 6; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)