An Examination of Positive Behavior Supports in Alabama

Abstract

This dissertation examined the effects of Positive Behavior Supports (PBS) on academic achievement in the state of Alabama as measured by the scores of the Alabama Reading and Math Test (ARMT) for fourth graders. In this study, four districts that implemented PBS prior to 2005–2006 school year were matched with four like districts that had not implemented PBS. The researcher for this study used the National Center for Education Statistics website to examine the demographic data at the school district level for all 131 districts in the state of Alabama, then systemically paired each of the four PBS districts with a similar non-PBS district based on seven indicators. Districts were matched based on geographic category (i.e. rural, large urban city, etc.), number of schools, number of students, number of positions that are full-time or part-time positions (i.e. two half-time positions equal one full-time position) [Full-time Equivalent] (FTE), student/teacher ratio, number of English language learners (ELL), and the racial make-up of the total population under age 18. The racial categories included White, Black, Hispanic or Latino, American Indian or Alaska native, Asian, and Hawaiian or other Pacific Islander. ARMT scores of these eight school districts were reviewed to identify relationships. The null hypothesis of no difference between PBS and non-PBS ARMT scores for Reading 2010, 2011 and 2012 was rejected. The null hypothesis of no difference between PBS and non-PBS ARMT scores for Math 2010 and 2011 was rejected. Even though PBS districts faired better on the ARMT than the matching non-PBS counterparts, the data did not yield a statistically significant difference under analysis of chi-square.