Download or read book The Effects of an Incentive based Discipline Program on the Attendance and Suspension Rates of Park Hill South 12th Grade Students written by Jeanette L. Cowherd and published by . This book was released on 2008 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to examine the effects of an incentive discipline program for 12th grade students on discipline referrals for tardiness, truancy, and the use of in-school and out-of-school suspension as a disciplinary strategy for any behavior problem. In contrast to traditional discipline methods, the incentive-based model offers a continuum of privileges to reward students for maintaining good attendance and minimal discipline referrals. Privileges include free time during tutorial period, extended lunchtime with preferential seating, paperless hall passes, parking privileges, and unrestricted attendance at school functions or athletic events. Based on the grade level of the student, privileges increase as students move from grade to grade. The basis for the graduated privilege system is the belief that a 12th grade student is more mature and should be treated differently from a 14-year-old freshman. For this study, the researcher examined six consecutive classes (2001-2006) of 12th grade students from Park Hill South High School, located in Riverside, Missouri. These classes were divided into two groups: 12th grade students in 2001-2002 (Group 1) and 12th grade students from 2003-2006 (Group 2). Group 1, composed of 573 students, represented 12th grade students prior to the implementation of the incentive-based discipline program. Group 2, consisting of 1411 students, represented 12th grade students after the incentive discipline program was implemented. A t test for independent means was performed to determine if the implementation of the incentive discipline program had an effect on 12th grade students in the areas of tardiness, truancy and the number of students assigned to ISS or OSS. The results of the study indicated the incentive-based discipline program was ineffective in curbing tardiness (t=--.790) and the use of in-school suspension (t=-.698) as a disciplinary consequence. However, the program provided a significant effect in reducing student truancy (t=16.32) (d=.474) and a smaller effect in the use of out-of-school suspension (t=5.64) (d=.193) as a disciplinary consequence.
Download or read book The Effects of a Student Attendance Incentive Program on Student Discipline and Student Attendance written by Jon C. Stuckey and published by . This book was released on 2007 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining Exclusionary Discipline Practices Utilizing Response to Instruction and Intervention for Behavior as an Innovation for Change in Attendance and Suspension Rates Within Three Rural Elementary Schools in Tennessee written by Lauren Tate and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Widespread school discipline problems came to forefront in the educational arena in the 1990s (lm & Vuran, 2016). Exclusionary practices (e.g., in- or out-of-school suspension, strict rules, or punishment [Skiba & Peterson, 2000]), also known as traditional school discipline practices (TSDP) (Scheuermann & Hall, 2011) have become common behavioral practices across the American public education landscape (U.S. Department of Education, 2016). These practices remove students from instruction, often resulting in detrimental impacts to student performance (Edward & Brea, 2016), and have neither positive effects on student behavior (Ogulmus & Vuran, 2016) nor positive longevity effects (Costenbader & Markson, 1998).In support of federal legislation aimed at retention of students in the school environment (U.S. Department of Justice, 2011), Positive Behavior Interventions and Support (PBIS) (used interchangeably with School Wide Positive Behavior Interventions and Support [SWPBIS]), focuses on improving the school climate. The PBIS-tiered behavior system in Tennessee, Response to Instruction and Intervention for Behavior (RTI2-B), was created to increase prosocial behaviors and decrease problem behaviors. Although PBIS has been well studied throughout the literature, there has been a paucity of formal research conducted on this tiered behavior system.The purpose of this quantitative study was to determine if the RTI2-B program created statistically significant differences in attendance and suspension rates of students by grade and race at three rural Tennessee elementary schools, using archived student data from a small rural school district in western Tennessee. A paired samples t test was conducted to compare suspension rates before and after program implementation, and another paired samples t test was used to analyze school-wide attendance patterns before and after program implementation. Bivariate analysis was used to examine post-intervention suspension differences by race. The relationships between pre- and post-intervention attendance data by year, pre- and post-suspension data by grade across years, and post-intervention differences in race were also analyzed..
Download or read book The Impact of a High School Restorative Justice Program on Student Suspensions and Attendance written by Dan Saldate and published by . This book was released on 2018 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving student behavior is a challenge for many schools. Efforts to improve student behavior and reduce suspension rates have become an emphasis at many schools. Schools that seek improvement in this area are adopting less punitive discipline programs based on the Restorative Justice principles. The purpose of this study was to analyze the effectiveness of Restorative Justice in decreasing the number of suspensions and days of school attended at a charter high school in the central valley. The study examined the total number of full off-campus suspensions among students who attended the central valley high school selected for this study during the 2015-16 academic year when a Restorative Justice program was not in place and the 2016–17 academic year when a Restorative Justice program was in place. The null hypotheses stated there was no significant change in the reduction of full off-campus suspensions and no significant change in the number of days attended by students one year after the implementation of a Restorative Justice discipline program. The results of paired sample t-tests indicated that there was a significant change in the number of full day off campus suspensions (p
Download or read book The Effects of a School Wide Discipline Plan on Suspension Rates written by Misty Doyal and published by . This book was released on 2015 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the history of education, discipline has been a daunting and difficult task for educators. Over the years, the culture of discipline has changed dramatically. Transitioning from an abusive form of corporal punishment to a no-nonsense response, Zero Tolerance policies were adopted. As time went on, the reactive approach to discipline was implemented too harshly, and a proactive approach was chosen. In order to create quality learning environments and to promote student safety, many schools have placed a major emphasis on effectively managing and minimizing student discipline problems. In an effort to promote appropriate behaviors and reduce reactive discipline consequences, many schools have implemented programs such as School-wide Positive Behavior Supports (SWPBS) that are based on a restorative justice philosophy. The purpose of this study was to determine if a school-wide discipline plan based on restorative justice reduced suspensions over a 4-year period. A paired sample t-test was used to determine if there was a significant difference in suspension rates of 33 elementary students, between the academic year prior to implementation and the first, second, and third year of implementation. Through statistical analyzes, this researcher found that the first and third academic year of implementation showed higher suspension rates than the year prior to implementation. The second academic year of implementation showed similar suspension rates than the year prior to implementation. The results revealed the ineffectiveness of the school-wide discipline plan at the school selected for this study.
Download or read book Do Rewards Work written by Bettina B. Postles and published by . This book was released on 2011 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: School administrators across the nation continually search for programs that will increase both standardized state test scores and attendance rates for their student populations. The Positive Behavior Intervention and Supports (PBIS) program is a dual-purpose incentive-based program that many schools use to create a positive school environment by increasing attendance rates and decreasing office referrals. Past research has concluded that the rewards used in this program motivates elementary and middle school students to display good behavior and provides an additional incentive for them to attend school. This quantitative correlation study builds upon past research by investigating whether the middle school PBIS program positively affected the following variables: attendance rates, number of office referrals, and the Maryland Student Assessment (MSA) scores in math and reading. Two middle schools in Maryland that had been using the PBIS program for 3-5 years were compared to two similarly populated non-PBIS Maryland middle schools. The groups of students entering the sixth grade at the four middle schools were tracked for 3 years to determine if the PBIS program created a statistically significant positive differential at the two schools that had implemented the program when compared to the other two that had not. This study concluded that the PBIS program had no conclusive measurable positive effect on the number of office referrals, attendance rates, or MSA math and reading results when compared to the two schools that were not participating in the program.
Download or read book Effects of Positive Behavioral Interventions and Supports on Attendance Grades and Discipline Referrals written by Ann C. Miles and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Suspension from school removes students from the educational environment and interferes with school progress by decreasing prospects of gaining academic and social skills. Suspension also negatively affects school attendance and is an indicator of future disciplinary problems. To address problem behaviors that can lead to school suspensions, Positive Behavioral Interventions and Support (PBIS) was developed as an empirically-based approach to effect meaningful behavior change through providing positive reinforcement and modeling appropriate behavior. The purpose of this quantitative study was to determine if grades, attendance, and number of discipline referrals of suspended high school students changed after participation in PBIS. Guided by the behavior modification theory, this study employed the PBIS model for its conceptual framework and explored if there was a difference in suspended students' grades, attendance, and number of discipline referrals after participating in PBIS. Suspended high school students' (n = 136) grades, attendance, and number of discipline referrals from the fall 2010 semester when there was no PBIS, were compared to the fall 2011 semester, when PBIS was implemented. The results of the paired-samples t tests indicated that grades did not change after participating in PBIS, but attendance and the number of discipline referrals did significantly improve after participating in PBIS. Implications for social change include offering high schools a research-based alternative to ineffective punishment for student misbehaviors, delivering an effective intervention that positively affects the academic and behavioral needs of students who may otherwise be subject to failure in high school, and providing them with the motivation to remain in school until graduation.
Download or read book Putting Kids Out of School written by Jane Sundius and published by . This book was released on 2008 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Out-of-school suspension and expulsion are two of the most severe disciplinary consequences for student misbehavior. In cases of violent or dangerous behavior, suspending or expelling a student may be required by law or necessary for the safety of other students and school staff. Across the nation, "zero-tolerance" discipline policies arose in the late 1980s in response to rising juvenile crime rates, and gathered momentum after such violent tragedies as the 1999 Columbine High School shootings. These policies have made suspension and expulsion commonplace--not only for the small number of serious threats to school safety, but also for the much larger number of nonviolent and subjective categories of behavioral infractions. This paper, the second in OSI-Baltimore's Student Attendance series, demonstrates how the widespread use of exclusionary school discipline, specifically suspension and expulsion, adversely impacts children and youth. The paper begins with an overview of the types of policies affecting rates of suspension and expulsion. It then reviews current data to describe who is being suspended and what the harmful effects of widespread disciplinary exclusion are for young people.
Download or read book Suspending Chicago s Students written by Lauren Sartain and published by Consortium on Chicago School Research. This book was released on 2015-08-18 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' risk of suspension is more strongly determined by which school they attend than by their backgrounds-including their race, gender or income. A subset of Chicago schools-about a quarter of high schools and 10 percent of schools with middle grades-have very high suspension rates, and almost all of these schools predominantly serve African American students. These schools' students come from the poorest neighborhoods with the lowest incoming achievement; many have been victims of abuse or neglect. At high-suspending high schools, about half of students received a suspension in the 2013-14 school year. This report examines reasons for racial and gender disparities in suspension rates and finds that suspensions are concentrated among schools serving the most vulnerable student populations. It also explores the degree to which differences in schools' suspension rates are related to school climate and student achievement.
Download or read book Implementing Restorative Practices A Case Study of How One Urban High School Approached Alternatives to Punitive Discipline Practices written by Kristi Yvonne Cole and published by . This book was released on 2013 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past 20 years, a serious trend has developed that disconnects too many students from school due to suspensions. Suspensions continue to widen the achievement gap within the educational system. Consistently, African American males are suspended at a much higher rate than the rest of the student population in Milwaukee, Wisconsin (Milwaukee Public Schools Data Warehouse, 2013). The purpose of this study is to determine if restorative practice is a viable alternative to punitive discipline approaches for students. Insights were revealed by gathering lived experiences of the 2011-2012 twelfth grade students and staff at one urban high school that implemented a program of restorative practices with fidelity in order to eliminate excessive suspensions and expulsions. Given the research purpose of studying a model of discipline with possible replication at other sites, the research approach was that of a case study employing methods of document analysis, observation, and individual interviews. Related research questions focused on how leadership implemented the restorative practices model and how necessary conditions for ownership of this model were created. Also, what aspects of the school climate changed as a result of the adoption of the restorative practices model? What is the effect of restorative practices implementation on the suspension rate? Finally, what impact does the restorative practices model have on relationships? The research indicates both students and staff responded positively to the use of restorative practices at this urban high school. Suspensions were limited, the student attendance rate was high and academic success was above average as compared to the district. Relationships between students and staff were strong, as well as the relationships between students. Restorative practices were not only used at the high school, but were extended in many of the students' homes and communities. Moreover, restorative practices were successfully used as an alternative to punitive discipline approaches.
Download or read book The Effects of the Second Step Curriculum as a Tier 2 Behavior Intervention on Suspensions Detentions Absenteeism and GPAs of Middle School Students written by Dawn Walker and published by . This book was released on 2015 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 2-year study investigated whether a Tier 2 Behavior Intervention using Second Step Curriculum can have a significant effect on improving suspension, detention, absenteeism, and grade point average (GPA) rates for middle school students. The students chosen for this study attend a large comprehensive middle school in the Central Valley in California. The students were given the behavior intervention opportunity as an alternative measure in lieu of suspension as per the California Education Code (EC). This study used a sample size of 201 students from the population of all students who participated in the intervention. Students met with the intervention teacher daily during unstructured free time at lunch. Students' suspension, attendance, detention, and GPA rates were collected before and after the intervention was completed. A paired samples t-test was conducted to compare the rates before and after the intervention to determine if there was a significant change. The results suggested a positive effect after the intervention in the areas of suspensions, detentions, and absenteeism. Their results suggested no effect on GPA rates. The Tier 2 Behavior Intervention program can help communities of youth make better choices for themselves. Attempting to eliminate or reduce misbehavior in a more positive way may make schools safer for students and school personnel.
Download or read book The Effects of a Progressive Discipline Program on Student Attendance written by Robert B. Evans and published by . This book was released on 2005 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book The Impact of Behavior Intervention Programs on Student Suspensions written by Felicia Artina Whitaker and published by . This book was released on 2015 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to determine if the use of the behavior intervention programs, Positive Behavior Intervention Support and Character Academy impact suspensions of African American students in a local education agency (LEA) in northeastern North Carolina. Based on the literature review, suspension has been an issue for school officials for the past three decades (Unidos & Unidos, 2005). Students have been and continue to be derailed into the juvenile justice system as a result of suspensions. Students who are forced onto what is known as the school house to jailhouse track suffer dire consequences (Unidos & Unidos, 2005). A school-wide discipline plan is a first and necessary step in a continuum for providing behavior support to all students (Colvin, 2007). An alternative is a comprehensive, proactive approach to discipline known as School-Wide Behavior Support (Skiba & Sprauge, 2008). Character Academy is a program that is used in place of suspensions (Smith, 2013). The data used for this research study were collected from an LEA in northeastern North Carolina. To answer the study questions, participant interview and school district suspension data reports were collected and triangulated. Data were collected through interviews with students, teachers, parents, and school administrators at the elementary, middle, and high school levels as well as school district leadership. School district suspension data were collected from the North Carolina Annual Report of Suspensions and Expulsions for the school years: 2011-12; 2012-13; and 2013-14 from Northampton County Schools. Based on the findings, the district should continue use of the PBIS program but train a district team of veteran teachers, administrators, and central office support personnel on all modules of the PBIS program to help implement and support the use of the program throughout the district. The district should discontinue the use of the Character Academy Program.
Download or read book The effects of a teacher based classroom incentive on the attendance of at risk 10th graders written by Rene C. Lewis and published by . This book was released on 1994 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Study of Office Discipline Referral Suspension Rates Effects on 3 PBIS Implemented Versus 3 Non PBIS Title I High Schools in the State of Georgia written by Eric Robertson and published by . This book was released on 2020 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary focus of this research is to demonstrate a change in classroom behavior as a way to improve students’ overall behavior rate within the school. Positive Behavior Interventions and Supports (PBIS) is a program that is used to support students on improving their behavior within the school setting and provide life-long behaviors that are applicable for life. The design for this study is a causal-comparative study due to the effects has already occurred during the 2013-2016 school year. As a result of the research, there is no statistically significant change in student behavior as measured by office discipline referral suspension rates between two sets of schools, one set using the PBIS program and the other not using the program. Given the current changes in both our society and school systems, our children are at high-risk, socially and scholastically. Therefore, it is significant that the act of teaching our children to improve their behavior at the high school level be paramount in the homes, schools and communities. Our school-aged children will require various skills both inside and outside the classroom to be able to succeed as students and as productive citizens. Therefore, those methods outlined in this study are intended to help our students at large, to become better behaved and successful from the support they receive at home, at school and in their community.
Download or read book The High Cost of Harsh Discipline and Its Disparate Impact written by Russell W. Rumberger and published by . This book was released on 2016 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt: School suspension rates have been rising since the early 1970s, especially for children of color. One body of research has demonstrated that suspension from school is harmful to students, as it increases the risk of retention and school dropout. Another has demonstrated that school dropouts impose huge social costs on their states and localities, due to lost wages and taxes, increased crime, higher welfare costs, and poorer health. Although it is estimated that reducing school suspension rates in Texas would save the state up to $1 billion in social costs, only one study to date has linked these two bodies of research. The current study addresses some of the limitations of that study by (1) estimating a stronger causal model of the effects suspension has on dropping out of school, (2) calculating a more comprehensive set of the social costs associated with dropping out, and (3) estimating the cost of school suspensions in Florida and California, and for the U.S. as a whole. The results show that suspensions in 10th grade alone produced more than 67,000 dropouts in the U.S. and generated social costs to the nation of more than $35 billion. These results are undoubtedly conservative, since the California and U.S. estimates were limited to 10th-grade students, while the Florida estimates were limited to 9th-grade students. Thus, they did not capture the effects of suspensions in earlier grades. The report contains recommendations for policymakers, an appendix detailing the Educational Longitudinal Study of 2002 analysis, and endnotes.
