Keywords
PBIS, Discipline, Model School, Analysis
Abstract
The purpose of this study was to examine the relationship, if any, between Florida Positive Behavioral Interventions and Supports (PBIS) Project Model School status (e.g., Bronze, Silver, Gold, Platinum) and student discipline outcomes in Florida public middle schools. Additionally, this study analyzed how Model School status influenced in-school suspensions and out-of-school suspensions (i.e., disciplinary exclusions) for racial/ethnic subgroups and the extent to which these subgroups were overrepresented or underrepresented in disciplinary exclusion data. The results of the study showed that PBIS Model School status did not significantly influence the number of disciplinary exclusions compared to non-PBIS Model Schools for the 2021-2022 school year. However, Black students experienced fewer disciplinary exclusions in PBIS model schools compared to non-PBIS model schools. When comparing disciplinary exclusions between Model School designations of Bronze, Silver, Gold, and Platinum, Black students experienced fewer disciplinary exclusions in PBIS Platinum schools compared to Bronze schools. Moreover, it was observed that the relative risk for Black students to receive any disciplinary exclusion was significantly less in schools that were awarded higher Model School designations beyond Bronze status. Conversely, results showed that White and Hispanic students experienced more disciplinary exclusions in PBIS model schools. Furthermore, the relative risk for White and Hispanic students was proportionate relative to their representation in the school population in PBIS model schools with higher Model School designations. Results from this study may be used by school and school district leaders to inform their implementation of PBIS, especially at schools that have discipline disparity concerns.
Completion Date
2024
Semester
Summer
Committee Chair
Ceballos, Marjorie
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Educational Leadership and Higher Education
Format
application/pdf
Identifier
DP0028614
URL
https://purls.library.ucf.edu/go/DP0028614
Language
English
Rights
In copyright
Release Date
August 2027
Length of Campus-only Access
3 years
Access Status
Doctoral Dissertation (Campus-only Access)
Campus Location
Orlando (Main) Campus
STARS Citation
ibn Ali, Ismail M., "An Analysis of the Relationship Between PBIS Model School Status and Middle School Student Discipline Outcomes" (2024). Graduate Thesis and Dissertation 2023-2024. 411.
https://stars.library.ucf.edu/etd2023/411
Accessibility Status
Meets minimum standards for ETDs/HUTs
Restricted to the UCF community until August 2027; it will then be open access.