THE EFFECTS OF AN INCENTIVE-BASED DISCIPLINE PROGRAMON THE ATTENDANCE AND SUSPENSION RATESOF PARK HILL SOUTH 12th GRADE STUDENTS

Abstract

The purpose of this case study was to examine the effects of an incentivediscipline program for 12th grade students on discipline referrals for tardiness, truancy,and the use of in-school and out-of-school suspension as a disciplinary strategy for anybehavior problem. In contrast to traditional discipline methods, the incentive-based modeloffers a continuum of privileges to reward students for maintaining good attendance andminimal discipline referrals. Privileges include free time during tutorial period, extendedlunchtime with preferential seating, paperless hall passes, parking privileges, andunrestricted attendance at school functions or athletic events. Based on the grade level ofthe student, privileges increase as students move from grade to grade. The basis for thegraduated privilege system is the belief that a 12th grade student is more mature andshould be treated differently from a 14-year-old freshman.For this study, the researcher examined six consecutive classes (2001-2006) of12th grade students from Park Hill South High School, located in Riverside, Missouri.These classes were divided into two groups: 12th grade students in 2001-2002 (Group 1)and 12th grade students from 2003-2006 (Group 2). Group 1, composed of 573 students,represented 12th grade students prior to the implementation of the incentive-baseddiscipline program. Group 2, consisting of 1411 students, represented 12th grade studentsafter the incentive discipline program was implemented. A t test for independent meanswas performed to determine if the implementation of the incentive discipline programhad an effect on 12th grade students in the areas of tardiness, truancy and the number ofstudents assigned to ISS or OSS. The results of this study indicated the incentive-based discipline program wasineffective in curbing tardiness (t = -.790) and the use of in-school suspension (t = -.698)as a disciplinary consequence. However, the program provided a significant effect inreducing student truancy (t = 16.32) (d = .474) and a smaller effect in the use of out-ofschool suspension (t = 5.64) (d = .193) as a disciplinary consequence.