Abstract
Purpose. The purpose of this quantitative correlational study was to examine the relationship between different levels of recognition for school-wide implementation of positive behavioral interventions and supports (PBIS) and the academic achievement of students in Grades 3–8 and Grade 11. Additionally, this study will examine the relationship between PBIS implementation and school suspension rates.
Theoretical Framework. The theoretical framework for this study was based on Walberg’s (1981) theory of educational productivity. The nine factors identified by Walberg’s theory of educational productivity include (a) student’s prior achievement, (b) student’s development, (c) student’s motivation, (d) the amount of time students spend learning, (e) quality of instruction students receive, (f) home environment, (g) classroom environment, (h) peers outside of school, and (i) student’s use of time outside of school.
Methodology. A quantitative, correlational design was selected. Data analysis was conducted using Statistical Package for the Social Sciences (SPSS) software. Descriptive statistics were computed for the variables. An ANOVA was used to analyze the difference in students passing the SBAC ELA and SBAC mathematics and suspension rates among schools with different recognition levels. A multiple linear regression was used to control for socioeconomic disadvantage, language status, disability, and ethnicity/race.
Findings and Conclusion. Correlational analysis did not find a significant positive relationship between PBIS implementation and SBAC ELA scores and SBAC mathematics scores. However, a significant positive relationship was found between suspension rates and effective PBIS implementation. Additionally, simple linear regression found a significant predictive relationship between socioeconomic disadvantage; English language learners; students with a disability and minority students; and SBAC ELA, SBAC mathematics, and suspension rates.
Recommendations. Schools that seek to close the opportunity gap or improve suspension rates should investigate adopting PBIS. This study’s results can also help the California PBIS coalition make decisions about its recognition criteria as schools that received Silver recognition had a lower percentage of students who passed the SBAC ELA and mathematics than schools that received Bronze recognition. Further studies could expand on the validity of these results by focusing on classroom implementation of PBIS in relation to academic achievement.