Utilizing Proper Behavior Modification Support Models to Narrow the Academic Achievement Gap Among At-Risk Students

<p>Instances where minority and/or economically disadvantaged students are the unfortunate recipients of the majority of discipline referrals and suspensions may be traced throughout the history of American public schools. The purpose of this study is to determine whether various student support systems implemented with fidelity, intensity, and intentionality, while supplemented with tailored support strategies, had a positive impact on the behavioral and academic outcomes among at-risk students. The context of this inquiry is a large middle school located in a medium sized public-school district in North America. This mixed-method, quasi-experimental, formative evaluation, demonstrates outcomes of decreased levels of discipline referrals and higher levels of academic performance among “at risk” students.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2020

Author dc:creator

• Diltz, Ronald, I

Contributors dc:contributor

• Dr. Jenifer Neale
• Dr. Edie Sohigian

• Middle School
• Student Discipline
• Behavior Interventions
• Punitive Discipline
• MTSS
• PBIS
• SEL
• Restorative Practices
• Educational Administration and Supervision
• Educational Leadership
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/524

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1567