This study investigated time lost to office discipline referrals (ODRs), systematically replicating a prior study (Church, 2015) in rural school districts. An on-line survey asked administrators, general education, and special education teachers in four county districts for: a) demographic information; 2) estimated minutes lost to ODRs generally, specific ODR types, and for students with (SWD) or without disabilities (not SWD); and, 3) whether the respondent’s school implemented School-wide Positive Behavior Supports (SWPBS). ODRs generally took 16.9 minutes. Special Education teachers’ time (mean 23.6 min.), was Lost time was affected by ODR type (aggression, noncompliance, disruption mean 23 min.; not finishing work, inappropriate language, cell phone use mean 12.33 min.) and disability (SWD mean 20.2 min; Not SWD mean 15.17 min). Respondents reporting SWPBs had longer ODR times (mean 19.13 min.) than respondents without SWPBS (mean 16.77 min.). Implications for future research and the evaluation of SWPBS programs were discussed.

Disruptive classroom behavior has led many schools to implement positive behavioral strategies intended to create orderly learning environments. Despite initiation of such a strategy, an elementary school in the mid-Atlantic region still experienced an increase in office referrals and a decline in student achievement. The purpose of this mixed methods case study was to investigate the connections between a blended behavior program and student behavior and academic achievement, as well as staff perceptions about their experience with the program, and the degree to which the practices were implemented with fidelity. Skinner's behavioral theory served as the theoretical basis for the investigation. Office referrals and standardized math scores of 72 students were analyzed across 3 years, including the year before and the 2 years following the implementation of the blended behavior program, to determine whether significant differences existed within-subjects. Interviews were conducted with 9 teachers, representing kindergarten-6th grade, to explore staff perceptions of the blended behavior program. Quantitative results indicated a reduction in referrals after the 1st year of implementing the blended program and an improvement in math achievement after the 2nd year. While a decline in math scores occurred the 1st year of implementation and an increase the 2nd year, the difference in net performance rendered the results inconclusive to determine the influence of the program on achievement. Qualitative results revealed inconsistencies in the way teachers implemented the program initiatives. This study contributes to positive social change by providing stakeholders a deeper understanding of the blended program and increasing staff capacity to manage challenging behaviors.

Disproportionality in public school exclusionary discipline data has been documented throughout the United States, including the Commonwealth of Virginia. The literature reviewed indicates that Black male students are disproportionately excluded from school and that subjective office discipline referrals are a factor. Within subjective referrals, disruptive behaviors are the primary reasons for the referral of Black male students. The literature has investigated implicit bias as a possible cause and found that Black males were viewed as more aggressive and academically lower achieving than other subgroups. This study sought to investigate disproportionality in referrals for disruptive behavior and the possible relationships among race, gender, and academic achievement for students issued the referrals. Three years of enrollment, discipline, and academic achievement data for students in grades 3 through 8 were obtained from three Title I schools, two elementary schools and a middle school, in a high-poverty school division. A correlational, nonexperimental design was used to address two questions, was there evidence of disproportionality by race/ethnicity and/or gender in office discipline referrals for disruptive behavior? Was there a relationship among race, gender, and academic achievement for students issued those referrals? Two phases of data collection and analysis were involved, with descriptive statistics used for each phase. Results were analyzed and there were four findings: there was evidence of disproportionality by race/ethnicity, there was evidence of disproportionality by gender, there was not consistent evidence of disproportionality by race/ethnicity and gender, and there were no statistically significant relationships among race, gender, and academic achievement for students issued a referral. These findings could help researchers and educators identify and understand disproportionality in referrals for disruptive behaviors and address disproportionality in exclusionary disciplinary practices. / Doctor of Education / Disproportionality in public school exclusionary discipline data has been documented throughout the United States, including the Commonwealth of Virginia. The literature reviewed indicates that Black male students are disproportionately excluded from school and that subjective office discipline referrals are a factor. Within subjective referrals, disruptive behaviors are the primary reasons for the referral of Black male students. The literature has investigated implicit bias as a possible cause and found that Black males were viewed as more aggressive and academically lower achieving than other subgroups. This study investigated disproportionality in office discipline referrals for disruptive behavior and the relationships among the variables of race, gender, and academic achievement. A correlational, nonexperimental design was used to address two questions, was there evidence of disproportionality by race/ethnicity and/or gender in office discipline referrals for disruptive behavior? Was there a relationship among race/ethnicity, gender, and academic achievement for students issued those referrals? Three years of enrollment, discipline, and academic achievement data for students in grades 3 through 8 were obtained from three Title I schools, two elementary schools and a middle school, in a high-poverty school division. Results were analyzed and there were four findings: there was evidence of disproportionality by race/ethnicity, there was evidence of disproportionality by gender, there was not consistent evidence of disproportionality by race/ethnicity and gender, and there were no statistically significant relationships among race, gender, and academic achievement for students issued a referral.