A Descriptive Quantitative Study of Positive Behavior Intervention Supports on Student Behavior and End-of-Course Testing Outcomes in a Small Rural Middle High School in Texas
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Leadership
Date of Award
Spring 2025
Abstract
The solution to African American students’ achievement gap could be the positive behavior intervention support (PBIS) framework. Educators address students proactively and nonpunitively to reduce misbehavior and increase academic performance. This descriptive quantitative study was conducted to identify any improvement in the students’ end-of-course (EOC) English I, English II, and Algebra I tests and discipline placements after the 10 months of PBIS incentives at a small rural middle high school serving Grades 6 to 12 in Texas by answering nine research questions. The researcher collected the archival EOC data from the district’s Texas Academic Performance Reports and discipline summary reports for the 2021-2022 (pre-PBIS) and 2022-2023 (post-PBIS) school years to identify any differences between the pre-post measurements. The sample was derived from the rural middle high school serving 243 students (48.8% African American, 24% Hispanic, and 18% White). First, pre-PBIS to post-PBIS English I EOC outcomes showed improvement for the approaches and meets content categories, but the number of English I EOC scores in the masters content category did not increase. Second, pre-PBIS to post-PBIS English II EOC outcomes showed improvement in the approaches and meets content categories, but the number of scores in the English II EOC in the masters content category did not increase. Third, pre-PBIS to post-PBIS Algebra I EOC outcomes showed improvement in all three achievement categories. Fourth, pre-PBIS to post-PBIS English I EOC outcomes between White, African American, and Hispanic students produced mixed results. Fifth, pre-PBIS to post-PBIS English II EOC outcomes between White, African American, and Hispanic students produced mixed results. Sixth, pre-PBIS to post-PBIS Algebra I EOC outcomes between White, African American, and Hispanic students increased for all three groups in the approaches and meets content categories, but the masters content category produced mixed results for Hispanic and White students. Seventh and eighth, the post-PBIS discipline numbers increased from the pre-PBIS year for out-of-school and in-school suspension placements. Finally, the disciplinary alternative education program placement data improved as assignments dropped 39%. Chapter 5 provides conceptual implications, policy and practice implications, and future research recommendations.
Advisor
Julia Ballenger
Subject Categories
Education
Recommended Citation
Jackson, Cynthia Ann, "A Descriptive Quantitative Study of Positive Behavior Intervention Supports on Student Behavior and End-of-Course Testing Outcomes in a Small Rural Middle High School in Texas" (2025). Electronic Theses & Dissertations. 1251.
https://digitalcommons.tamuc.edu/etd/1251