| In an effort to implement school reform that meets the needs of a changing student population, schools have taken action to meet the needs of students not only academically but socially by integrating behavioral frameworks into the teaching of academic curriculum. With various legislations, schools have attempted to implement various programs that assist with closing both the achievement and discipline gap between males and females. Positive Behavior Intervention Support implementation has assisted schools with decreasing problem behavior in schools and increasing student performance. In this study, a 2x2 factorial design evaluated the effectiveness of PBIS implementation at the middle school level. The focus of this study was to examine if the PBIS framework impacted males and females achievement scores differently in the areas of Reading and Math. The results of data analysis showed that there was a significant difference in Reading CRCT scores between females and male students. Additionally, results also showed that there was a significant interaction between Gender and PBIS intervention with the PBIS females outperforming the Non-PBIS females in the area of reading. However, there was no difference in the main effect of PBIS intervention on reading scores between the two schools. Also, evidence showed that there was no main effect for Gender, PBIS intervention, or interaction effect of gender versus PBIS intervention on Math CRCT scores. |
