Comparing Assessment and Climate Outcomes of Schools With and Without School-Wide Positive Behavioral Interventions and Supports in a Large, Urban School District

• In Event: Student and Educator School Climate Perceptions: Dynamics and Correlates

Abstract

The School District of Philadelphia has implemented a school level initiative in an attempt to transform and sustain positive school climate: School-wide Positive Behavior Interventions and Supports (PBIS). This framework is designed to enhance students’ understanding of behavioral expectations, and schools adopt rules and expectations based on the schools’ specific cultural needs, which should enhance school climate, and an enhanced school climate should result in long term greater student achievement. Findings indicate improvements in attendance and suspension rates from 2014-15 to 2018-19. Additionally, PBIS schools (intervention schools) had significant increases in English/Language Arts state assessment performance from 2014-15 to 2018-19, whereas, non-PBIS schools’ (control schools) performance did not change over time. Results point to nuanced long-term impacts of climate initiatives.

Authors

• Molly Schlesinger, School District of Philadelphia

• Melissa Karakus

• Steven Rufe, School District of Philadelphia