This dissertation examined the potential effects of Positive Behavior Supports (PBS) on academic achievement in the State of Alabama as measured by the scores of the Alabama Reading and Math Test (ARMT) for fourth graders. In this study 16 districts that had already implemented PBS prior to the 2005–2006 school year, were matched with 16 like districts that had not implemented PBS. The researcher for this study used the National Center for Education Statistics website to examine the demographic data, at the school district level, for all 131 districts in the State of Alabama, then systematically paired each of the 16 PBS districts with a similar non-PBS district, based on seven indicators. The researcher matched districts based on geographic category (i.e. rural, large urban city, etc.), number of schools, number of students, number of positions that are full-time or part-time positions that equal full-time positions (i.e. two half-time positions equal one full-time position) [Full-time Equivalent] (FTE), student/teacher ratio, number of English language learners (ELL), and the racial make-up of the total population under 18. The racial categories included white, black, Hispanic or Latino, American Indian or Alaska native, Asian, and Hawaiian or other Pacific Islander. Then the ARMT scores of these 32 districts were compared between matched districts to see if there was a difference. The results revived that there was a difference between districts that had implemented PBS verses those that had not. The PBS districts had higher fourth grade ARMT scores in both reading and math. However, the difference was not statistically significant.
|School Location:||United States -- Alabama|
|Source:||DAI-A 73/01, Dissertation Abstracts International|
|Keywords:||Academic achievement, Alabama, Positive behavior support|
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