Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Jenifer Neale
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.
Diltz, Ronald I, "Utilizing Proper Behavior Modification Support Models to Narrow the Academic Achievement Gap Among At-Risk Students" (2020). Dissertations. 524.