NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED542728
Record Type: Non-Journal
Publication Date: 2012
Pages: 222
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2672-5250-0
ISSN: N/A
A Quantitative Assessment of the Effect of Positive Behavior Intervention and Supports on Math Achievement: A Middle School Analysis
Keane, Marilyn N.
ProQuest LLC, Ed.D. Dissertation, The George Washington University
This study examined the relation between implementation of Positive Behavior Intervention and Supports (PBIS) and academic achievement in middle school math as measured by the Maryland State Assessment (MSA). In particular, the correlation of academic achievement in mathematics, grouped by PBIS implementation status to race, socioeconomic status (SES), and teacher quality as well as the relation of PBIS to mathematical achievement controlling for race, SES, and teacher quality. A quantitative quasi-experimental study examined the statistical relation between academic achievement, measured by the percent of students passing the math section of the MSA, to the three levels of PBIS implementation in schools: (a) instituted PBIS with fidelity, (b) schools without a PBIS program, and (c) schools implementing PBIS, but not passing the SET. This study examined the partial and semi-partial correlations of (a) PBIS, (b) racial subgroups (African American, Hispanic, White, and Asian), (c) socioeconomic status, and (d) teacher quality to middle school math achievement. An ANOVA analysis compared the three levels of PBIS implementation to middle school math achievement. A hierarchical regression analysis measured the effects of PBIS on middle school math achievement, while moderated for race, socioeconomic status, and teacher quality. A large negative correlation was found between both socioeconomic status and the racial categories of African American and Hispanic to the percent of students passing the math MSA. This suggests that schools with a larger proportion of students receiving free and reduced meals (FARMS) and encompassing a higher percentage of African American and Hispanic students demonstrated a lower percent of students passing the math MSA. The hierarchical analysis examining PBIS, moderated for race, socioeconomic status, and teacher quality did not find a predictive quality between PBIS implementation and middle school math achievement. This study similarly did not find a statistically significant relation between the three levels of PBIS implementation to math achievement, but found a meaningful difference between schools that implemented PBIS with fidelity and schools that implemented PBIS, but did not pass the SET. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland