View in EDS

Equity-Focused PBIS Approach Reduces Racial Inequities in School Discipline: A Randomized Controlled Trial

Saved in:
Bibliographic Details
Title: Equity-Focused PBIS Approach Reduces Racial Inequities in School Discipline: A Randomized Controlled Trial
Language: English
Authors: McIntosh, Kent (ORCID 0000-0002-7765-2993), Girvan, Erik J., Falcon, Sarah Fairbanks, McDaniel, Sara C. (ORCID 0000-0001-5387-3452), Smolkowski, Keith (ORCID 0000-0003-2565-3297), Bastable, Eoin (ORCID 0000-0002-2273-0886), Santiago-Rosario, María Reina (ORCID 0000-0003-4317-3414), Izzard, Sara, Austin, Sean C. (ORCID 0000-0001-9696-7889), Nese, Rhonda N. T. (ORCID 0000-0003-3314-5073), Baldy, Tabathia S.
Source: Grantee Submission. 2021.
Peer Reviewed: Y
Page Count: 44
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170034
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Positive Behavior Supports, Behavior Problems, Behavior Modification, Racial Bias, Elementary School Students, African American Students, Discipline, Cultural Relevance, Intervention, Program Effectiveness, Disproportionate Representation, Risk, Student Behavior
DOI: 10.1037/spq0000466
Abstract: We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in school discipline decisions and providing professional development on adapting school-wide behavior systems to improve cultural responsiveness through concrete strategies targeting the patterns. After consent and matching on existing levels of racial inequities, half of the schools were randomly assigned to receive the intervention. Analyses showed that schools receiving the intervention had significant decreases in racial disparities in school discipline and rates of office discipline referrals for Black students, while control schools had minimal change. Results are discussed in terms of improving equity in school discipline within multi-tiered systems of support. [This paper was published in "School Psychology" v36 n6 p433-444 2021 (EJ1316009).]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: ED618173
Database: ERIC
Description
Abstract:We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in school discipline decisions and providing professional development on adapting school-wide behavior systems to improve cultural responsiveness through concrete strategies targeting the patterns. After consent and matching on existing levels of racial inequities, half of the schools were randomly assigned to receive the intervention. Analyses showed that schools receiving the intervention had significant decreases in racial disparities in school discipline and rates of office discipline referrals for Black students, while control schools had minimal change. Results are discussed in terms of improving equity in school discipline within multi-tiered systems of support. [This paper was published in "School Psychology" v36 n6 p433-444 2021 (EJ1316009).]
DOI:10.1037/spq0000466