Degree Date


Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Jenifer Neale

Second Advisor

Dr. Edie Sohigian


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.