Program
K-12 Administration Ed.D.
Number of Pages
101
Year Approved
2025
First Advisor
Tracy Reimer
Second Reader
Deb Castner
Third Reader
Scott Moats
Abstract
In response to state-level legislative initiatives, many Minnesota schools have implemented Positive Behavioral Interventions and Supports (PBIS) to improve student behavior and school climate, guided in part by the assumption that these improvements will lead to higher academic achievement. This study explored the possible association between PBIS implementation and academic proficiency among third-grade students, focusing on reading and mathematics outcomes on the Minnesota Comprehensive Assessments (MCA). A t-test was conducted to determine whether statistically significant differences existed in MCA proficiency rates between elementary schools that had implemented PBIS with fidelity and those that had not. Results indicated no significant differences in proficiency rates for either subject. These findings suggest that while PBIS may improve behavioral or climate-related outcomes, its influence on academic performance remains unsubstantiated.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
McGuire, A. D. (2025). School-Wide Positive Behavior Interventions and Supports as a Framework for Equity: Addressing the Discipline and Academic Achievement Gap in Minnesota Schools [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1214
Terms of Use and License Information
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