Abstract
Purpose. The purpose of this study was to identify the relationship between the presence of reasonable, developmentally appropriate, active and self-contained, consistent, progressive discipline plans with consequences, guidance, start again time, and rewards on student academic performance in California public elementary schools. Methods. A Cronbach's alpha test assessed the uniformity across similar items within a Likert-type survey. Item responses for each individual principal aligned with the independent variables (reinforcement, guidance, delayed gratification, start again time, and moral development) were compared with standardized academic growth, the dependent variable. Analyses were performed to ensure assumptions for the selected inferential tests of significance were met. The obtained values from a multiple regression analysis and Pearson correlations were compared with a normal probability distribution curve to determine whether or not they were deviant to a degree of significance at which the null hypotheses could be rejected. Findings. The reliability of the rating scale (α = 0.896), the multiple correlation coefficient (R = 0.844) along with the coefficient of determination value (R 2 = 0.712), an F ratio of 53.928, p < .0005, and the high correlations between progressive discipline components and API bands and API growth target performance were important findings. The relationships between each progressive discipline component and performance were statistically significant (p < .0005). Relationships between each API band and performance were positive. Bands 1-4 were statistically significant (p < .0005), and Band 5 was significant ( p < .001) to a slightly lesser degree. Conclusions. It seems logical to attempt to systematically improve the implementation of processes having a strong association with desirable outcomes. Developing reinforcement, positive guidance, delayed gratification, start again time, and moral development can advance academic achievement on a standardized measure, especially in schools performing in Bands 1-4. Recommendations. A triangulated version is necessary for future study based upon the preliminary confirmation of a relationship between the variables. Although subject-matter experts concluded that both the survey and design were appropriate, the researcher believes the eventual statistical analyses of the internal structure of the test are necessary to assess and develop its (construct) validity evidence. The suspected presence of collinearity also requires exploration.