Association for Public Policy Analysis & Management

Introduction: Positive Behavioral Interventions and Supports (PBIS; Sugai & Horner, 2006) is one of the most widely disseminated school-based prevention models, with over 50,000 schools nationwide trained in the universal elements of this three-tiered preventive intervention framework. PBIS aims to prevent student behavior problems and promote a positive school environment through the articulation of positive expectations and data-based decision-making. A series of randomized controlled trials have demonstrated positive impacts on school climate, suspensions, academic performance, and student behavioral and mental health outcomes. Most states in the U.S. have scaled-up PBIS, using a variety of different approaches to incentivize adoption. One such approach used by Maryland leveraged state policy, requiring that any school with a habitually truant rate exceeding 8% to be trained in PBIS. Prior to this mandate, schools in the state had just volunteered for training and had to meet a series of readiness and buy-in criteria (e.g., forming a PBIS team, provide a 3-year commitment, solicit buy-in from 80% of staff). However, readiness and buy-in may be different for schools mandated to implement PBIS, which in turn could affect implementation and outcomes.

Method: This paper aimed to examine whether Maryland schools mandated to be trained in PBIS experienced different student behavioral and academic outcomes than those not mandated. A regression discontinuity design was utilized, given the clear cutpoint for the mandate.

Results: Drawing upon archival data collected by the state, we determined that 363 schools were ever affected by the mandate. Preliminary analyses indicate that mandate status was not associated with subsequent reading and math achievement or truancy rates but that schools that were mandated had higher suspensions in the following school year. Additional results regarding PBIS implementation will be presented.

Conclusions: These results suggest that the state mandate to implement PBIS as a result of elevated truancy rates did not demonstrate the intended goals of reducing discipline problems or improving achievement. Variation in PBIS adoption appears to play a role in variation in policy impacts on student outcomes. Implications of these findings for future policy implementation and evaluations efforts are considered.