Wendt, Staci; Cerna, Rebeca; Taylor, Darius; Hanson, Thomas (2020). Retrieved from: https://eric.ed.gov/?id=ED607411
Reviewed: December 2021
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
CORE Districts’ student survey - self efficacy items - 4th grade |
Enhanced Positive School Climate Model vs. Business as usual |
0 Days |
Grade: 4;
|
3.64 |
3.52 |
No |
-- | |
|
CORE Districts’ student survey - self efficacy items - 5th grade |
Enhanced Positive School Climate Model vs. Business as usual |
0 Days |
Grade: 5;
|
3.57 |
3.57 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
CORE Districts' student survey; five-item self-management scale |
Enhanced Positive School Climate Model vs. Business as usual |
0 Days |
Grade: 4;
|
3.88 |
3.86 |
No |
-- | |
|
CORE Districts' student survey; five-item self-management scale |
Enhanced Positive School Climate Model vs. Business as usual |
0 Days |
Grade: 5;
|
3.94 |
3.95 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
CORE Districts’ student survey - social awareness items |
Enhanced Positive School Climate Model vs. Business as usual |
0 Days |
Grade: 4;
|
3.84 |
3.83 |
No |
-- | |
|
CORE Districts’ student survey - social awareness items |
Enhanced Positive School Climate Model vs. Business as usual |
0 Days |
Grade: 5;
|
3.81 |
3.79 |
No |
-- |
Characteristics of study sample as reported by study author.
The study took place in 35 elementary schools in Santa Ana Unified School District (SAUSD), a large, densely populated urban school district in Orange County, California.
The authors did not report information on student-level gender, race/ethnicity, English language proficiency or free/reduced lunch status.
The i3-funded intervention, the Enhanced Positive School Climate Model (Enhanced PSCM), builds on the implementation of Positive Behavioral Interventions and Supports (PBIS) and Restorative Practices (RP) in many schools within Santa Ana Unified School District (SAUSD). The Enhanced PSCM aims to improve school climate and student-adult relationships, create social-emotional learning programs, and provide students the needed structure to access challenging curriculum and expectations. The additional supports provided by School Climate Liaisons (SCLs) include coaching for staff, implementation support, and school climate enhancement activities. The evaluation aims to determine whether providing these extra supports improves the effectiveness of SAUSD’s existing PSCM. Specifically, the intervention aims to increase students’ social emotional skills (including self-management), reduce office discipline referrals and suspensions, increase student academic achievement, and increase parent awareness of PBIS and RP strategies.
Schools in the comparison condition implemented a "business-as-usual" version of Positive Behavioral Intervention and Supports (PBIS) and Restorative Practice (RP) without the School Climate Liaisons (SCLs) provided to schools in the intervention condition.
Teachers in the intervention condition were provided a series of trainings at the beginning of the grant. They also received annual refresher trainings, and district team members were trained in the Tiered Fidelity Inventory to measure the fidelity of PBIS. Further, the Program Specialist and SCLs participated in a coaching series.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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