Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?

Abstract

Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations.

ACKNOWLEDGMENTS

This project was generously funded and supported by a community partnership that included United Way of Central and Northeastern Connecticut, Hartford Public Schools, The Hartford Federation of Teachers, The Village for Families and Children, Inc., and Boys Town. We offer a special thanks to Alex Mason, Ph.D., for his review and assistance with the Hierarchical Linear Modeling analysis, and to all the school administrators and staff, and Well-Managed Classroom program staff who participated in this project.

Notes

Note. Deviance = 472.63; df = 2; Intraclass Correlation Coefficient = .06.

*Mean of the inverse transformation of cumulative suspensions.

Note. Deviance = 1313.84; df = 2.

Note: Deviance = 1321.13; df = 2.

Note. All names are pseudonyms.