Efficacy Study of Discipline in the Secondary Classroom for High Schools | SRI International

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Efficacy Study of Discipline in the Secondary Classroom for High Schools

SRI Education is evaluating the efficacy of Discipline in the Secondary Classroom (DSC), a positive and proactive approach to classroom management developed by Safe & Civil Schools. SRI will assess whether DSC helps improve high school teachers’ classroom discipline practices and students’ behavior and academic outcomes.

Discipline in the Secondary Classroom (DSC) is an evidence-based program for designing a classroom management plan that prevents behavior problems, fosters student engagement, teaches responsible behaviors, and creates a positive and productive classroom environment. The DSC program offers both new and seasoned teachers hands-on guidance from a step-by step manual, consultation from certified trainers and coaches, practical daily strategies, and ready-to-use activities. The objective of the study is to assess whether the DSC program helps improve teachers’ classroom discipline practices, students’ academic engagement and competence, and students’ social skills and behavior. 

Funded by the U.S. Department of Education, SRI, in partnership with the University of Missouri and Safe & Civil Schools, is conducting a large-scale four-year randomized controlled study that will begin in fall 2019 and involve up to 100 high school teachers in school districts in two states. Researchers will conduct assessments and observations in participating classrooms. They will also collect teacher surveys of student behavior and self-assessments of classroom management, student surveys of academic engagement, direct assessments of mathematics and reading, and information on schoolwide behavioral and educational outcomes from school disciplinary records.

The study presented here is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180013 to SRI International. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.