| Description |
Several studies identify inequitable educational outcomes for students from diverse racial, ethnic, and cultural backgrounds. For example, when compared to White/Caucasian students, such students are more likely to be disciplined in school settings. School-wide positive behavior support (SWPBS) is an intervention likely to improve disproportionate distribution of office disciplinary referrals because of its significant contrast to the punitive measures associated with zero tolerance policies. The purpose of this study was to determine the relative predictive value SWPBS has on office referral distribution among school-age students. Results showed that very few SWPBS variables affected disproportional trends in office discipline referrals; however, two state-level variables did moderate the impact on larger schools. Results are discussed in the context of prior research and implications for research and practice. |
