Effects of the Positive Action Program on Achievement and Discipline: Two Matched-Control Comparisons
- Brian R. FlayAffiliated withHealth Research and Policy Centers, School of Public Health, University of Illinois at Chicago
- , Carol G. AllredAffiliated withPositive Action, Inc.
- , Nicole OrdwayAffiliated withHealth Research and Policy Centers, School of Public Health, University of Illinois at Chicago
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
This paper reports on the effectiveness of an integrated comprehensive school model for character development, problem behavior prevention, and academic achievement enhancement. The Positive Action program consists of a school curriculum, together with schoolwide climate, family, and community components. As evaluated here, the yearly K-6 curriculum consists of over 140 fifteen-to-twenty-minute lessons per year delivered in school classrooms on an almost daily basis. The program is based on theories of self-concept, learning, behavior, and school ecology. We use a matched control design and school-level achievement and disciplinary data to evaluate program effects on student performance and behavior in two separate school districts. The program improved achievement by 16% in one district and 52% in another, and reduced disciplinary referrals by 78% in one district and 85% in the other. We discuss implications of these replicated findings for the prevention of substance abuse and violence, the improvement of school performance, and the reform of American schools.
- Effects of the Positive Action Program on Achievement and Discipline: Two Matched-Control Comparisons
Volume 2, Issue 2 , pp 71-89
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers-Plenum Publishers
- Additional Links