Do Schools Implementing SWPBIS Have Decreased Racial and Ethnic Disproportionality in School Discipline?

Autor/inn/en	McIntosh, Kent; Gion, Cody; Bastable, Eoin
Titel	Do Schools Implementing SWPBIS Have Decreased Racial and Ethnic Disproportionality in School Discipline?
Quelle	(2018), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Positive Behavior Supports; Disproportionate Representation; Suspension; Program Implementation; Fidelity; Race; Ethnicity; Institutional Characteristics; Minority Group Students + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; Rasse; Abstammung; Ethnizität
Abstract	Racial and ethnic disproportionality in school discipline is an enduring and widescale problem facing schools in the United States (Skiba et al., 2011). Students of color, particularly Black/African American, Hispanic/Latinx, and Native American students, have been shown to be up to 4 times more likely to be suspended than White students (Balfanz, Byrnes, & Fox, 2015; Losen et al., 2015). These findings are especially concerning because receipt of suspensions is associated with negative student outcomes (American Academy of Pediatrics Council on School Health, 2013), including lower academic achievement (Davis & Jordan, 1994), future disciplinary action (Arcia, 2006; Mendez & Knoff, 2003), and future juvenile justice involvement (Fabelo et al., 2011). In response to these disparities, educators are seeking effective approaches to reduce racial disproportionality in school disciplinary outcomes (Skiba & Losen, 2016). One common approach to reduce the overall use of exclusionary discipline is school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is a multi-tiered framework implemented in over 25,000 schools for supporting the implementation of evidence-based practices within schools to improve social and learning environments for students. The purpose of this study is to examine discipline disproportionality among schools implementing SWPBIS compared to the entire population of schools in the U.S. Examining patterns in a large-scale evaluation of schools implementing and not implementing SWPBIS could help determine the extent to which implementation of SWPBIS is related to lower, higher, or unchanged discipline disparities. The results of this study indicates that adequate implementation of Tier 1 SWPBIS is related to somewhat lower disproportionality, and at the very least, not increased racial/ethnic discipline disparities. However, SWPBIS as implemented did not eliminate disproportionality entirely, and discipline remained inequitable. Hence, SWPBIS appears to be a promising framework for implementing additional strategies to further enhance equity in school discipline. (ERIC).
Anmerkungen	Technical Assistance Center on Positive Behavioral Interventions and Supports. e-mail: support@pbis.org; Web site: http://www.pbis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01