Racial and ethnic inequities in school discipline are widespread and persistent, even in schools implementing PBIS [positive behavioral interventions and supports] with fidelity. Yet integrating components of a multicomponent equity-centered approach into existing tiered frameworks is showing promise for improving equity in student outcomes. This…

The PBIS Framework has demonstrated effectiveness in supporting schools in improving various prosocial outcomes including improved social, emotional, and behavioral skills; increased academic outcomes and attendance; decreased exclusionary discipline (e.g., office referrals, suspensions); and reduced reports of bullying and substance abuse. In…

The purpose of this study was to evaluate Achievement Mentoring, a school-based mentoring program designed to enhance high school student retention and achievement once identified as being at-risk for dropping out before graduation. We present findings from an individual-level randomized controlled trial that included 393 10th and 11th-grade…

School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students'…

The Texas Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The Texas ACE Foundation Communities Cycle 9 program is composed of a compilation of activities at 3 AISD campuses that provide a comprehensive range of…

This project was designed to develop a Bible curriculum that trains parents to be primary disciple-makers of their children at Covenant Preparatory School in Southern Pines, North Carolina. Chapter 1 explains the purpose, goals, context, and rationale for the project. Chapter 2 provides a biblical and theological basis why parents are to be the…

Positive Behavioral Interventions and Supports (PBIS) is a multi-tiered framework utilized in over 26,000 schools across the United States, to create a school culture consisting of a positive learning environment and successful student (Sugai & Horner, 2020). This study sought to determine the effectiveness of PBIS at a North Carolina public…

As an independent school district, Houston Independent School District (HISD) contracted with four operators of seven External Performance Contract Campuses, or contract campuses. Houston ISD contract campuses receive funding through the district. HISD has implemented a comprehensive performance accountability and compliance monitoring system that…

The purpose of this study was to evaluate implementation of a whole school restorative practices model in Saint Paul Public Schools, Minnesota. Their model aims to embed practices to develop equitable relationships, engage students in learning, and respond relationally to behavioral concerns over a three-year period. The evaluation followed three…

School discipline disproportionality has long been documented in educational research, primarily impacting Black/African American and non-White Hispanic/Latinx students. In response, federal policymakers have encouraged educators to change their disciplinary practice, emphasizing that more proactive support is critical to promoting students'…

With the increase in school violence on campuses all over the country and the increased media attention that these incidents receive. The amount of pressure on school leaders to develop and implement interventions for students is mounting from all angles. Politicians, parents, students, advocates and others have been extremely vocal in their…

Parent engagement has been a cornerstone of Head Start since its inception in 1965. Prior studies have found evidence for small to moderate impacts of Head Start on parenting behaviors but have not considered the possibility that individual Head Start programs might vary meaningfully in their effectiveness at improving parenting outcomes. The…

A growing body of evidence has demonstrated the negative impact that punitive discipline has on children and youth. To make changes in school discipline, it is important for all stakeholders to know about the latest research, understand the local impact of punitive discipline on systems and youth, and coordinate a collaborative response. One…

The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE BGCAA Cycle 10 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and…

Court-involved, female students often experience trauma and disproportionate school discipline, complicating their academic success. This mixed-method study examines students' use of and experiences with the Monarch Room (MR), a trauma-informed disciplinary alternative. The study examines service utilization, using a repeated measures analysis of…