Publications

Discipline in Context: Suspension, Climate, and PBIS in the School District of Philadelphia

Research Report

Discipline in Context: Suspension, Climate, and PBIS in the School District of Philadelphia

2017

The report details a two-year exploratory, mixed-methods research study on the disciplinary practices and climate of schools serving K–8 students in the School District of Philadelphia (SDP). Findings reveal that SDP schools are making efforts to reduce suspensions and improve climate, but critical barriers to these efforts include resource limitations and philosophical misalignments between teachers and school leaders. The study identified three profiles among SDP schools serving K–8 students based on information about disciplinary practices and climate, and found that these profiles are predictive of suspension and academic outcomes. Students attending schools with collaborative climates and less punitive approaches to discipline have lower risk of being suspended and better academic outcomes. The report offers a series of recommendations for strengthening the implementation of climate initiatives, including Positive Behavioral Interventions and Supports (PBIS), in challenging urban settings.

Related Downloads

Research Report 

Abigail Gray; Philip Sirinides; Ryan Fink; Adrianne Flack; Tesla Dubois; Katrina Morrison; and Kirsten Hill (2017). Discipline in Context: Suspension, Climate, and PBIS in the School District of Philadelphia. CPRE Research Reports.

Consortium for Policy Research in Education

University of Pennsylvania Graduate School of Education
3440 Market Street, Suite 560
Philadelphia, PA 19104
Tel: 215.573.0700
Fax: 215.573.7914

© Copyright 2019 CONSORTIUM FOR POLICY RESEARCH IN EDUCATION, UNIVERSITY OF PENNSYLVANIA GRADUATE SCHOOL OF EDUCATION

Sign up to receive news and announcements