SWPBIS training showed no significant effect on school-level third- and fifth-grade math and reading proficiency gains¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? T tests comparing cumulative gains in test scores between SWPBIS and comparison students found no significant difference on any of the four state test subscales, though gains tended to favor SWPBIS schools on three of four tests. → Catherine P. Bradshaw 2010

Evidence¶

Catherine P. Bradshaw 2010¶

Catherine P. Bradshaw, Mary M. Mitchell, & Philip J. Leaf. (2010). Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results From a Randomized Controlled Effectiveness Trial in Elementary Schools. Journal of Positive Behavior Interventions, 12(3), 133-148. https://doi.org/10.1177/1098300709334798

q3 · i? · causal · r2

T tests on school-level Maryland School Assessment gain scores (proficient plus advanced percentages) for third and fifth grade math and reading; fifth-grade math showed a nonsignificant trend (t = –1.67, df = 35, p = .105, d = .54).

"t tests comparing cumulative gains in test scores between students in SWPBIS and comparison schools indicate no difference for third-grade math and reading or fifth-grade reading, although the improvement in scores tended to be greater for SWPBIS schools than for comparison schools"

Discussion¶

Related Claims¶

• Reformed elementary schools made significant test-score improvements versus matched comparison schools, with gains growing gradually over four years — related
• CPS learning gains were consistently higher in all grades in 1996 than in 1994, but 1999 gains declined slightly relative to 1997 in all grades except third, suggesting productivity gains may have peaked — related
• In fifth-grade mathematics, ITBS scores declined while ISAT scores rose, a statistically significant difference in opposing trends — related