Disparities in school discipline for Black students has been a problem for decades. The negative effects of exclusionary discipline have been well-documented. This problem must be addressed by educational stakeholders in order to take steps to reduce the issue and provide interventions to reduce the disproportionality. Disproportionality in discipline prevents schools from achieving the ultimate goal of fostering positive outcomes for all students. School-Wide Positive Behavioral Interventions and Support Programs have created a systems-level approach to reducing overall school discipline issues. Some studies have identified SW-PBIS programs that have been able to reduce disparities in secondary schools and increase graduation rates, however, studies of SW-PBIS and disproportionality have overlooked disparities in elementary schools. The present study contributed to the current research base by investigating elementary disparity rates and how schools are using a SW-PBIS system to lower those rates. It also identifies factors that create strong programs successful in reducing disparity rates as well as factors that hinder the success of schools with disparity problems. This qualitative analysis revealed four themes that are critical to the success of a SW-PBIS system in lowering disparity rates: training, finding the root of the negative behavior, high expectations, and support for teachers. Implications for professional development, data tracking, and measuring disproportionality in schools are discussed. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Summer Semester 2018. / May 17, 2018. / Discipline Disparities, SW-PBIS / Includes bibliographical references. / Stacey Rutledge, Professor Directing Dissertation; Ithel Jones, University Representative; Helen Boyle, Committee Member; Motoko Akiba, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_647312 |
| Contributors | Toll, Ashley D. (author), Rutledge, Stacy A. (professor directing dissertation), Jones, Ithel (university representative), Boyle, Helen N. (committee member), Akiba, Motoko (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (96 pages), computer, application/pdf |
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