A Central Florida School (the school) was a state-rated “D” school, plagued by difficult behavior, and struggling with a student population experiencing 80% poverty and 20% homelessness. Standardized test scores were 35-40% below other elementary schools in the school district.
School-wide implementation of Conscious Discipline began in 2001-02. In 2003-04, all teachers had a minimum of four structures established. The School achieved full school-wide implementation in 2004-05, the same year they received their first “A” rating and significantly improved their standardized test scores.
In the chart below, within-cohort student reading proficiency changes are depicted for three levels of Conscious Discipline implementation. Students begin taking the Florida Comprehensive Assessment Test (FCAT) as 3rd graders. The students first took the FCAT (as 3rd graders) to define each “cohort”. For each school year cohort, we compared their 3rd grade reading proficiency to the average of their reading proficiency when they were 4th and 5th graders. The chart shows the percentage increase (or decrease) in reading proficiency. [Reading proficiency refers to the number of students who score a Level 3 or higher.]
Students with partial exposure to Conscious Discipline increased their reading proficiency at a rate twice that of all other elementary schools district-wide. Improvement in reading proficiency was three times greater for students with full Conscious Discipline exposure compared to all other elementary schools. Full exposure means that the school began Conscious Discipline implementation when the students were in Kindergarten, although not all students may have attended all years. For the 2007-2008 Cohort, two major events impacted student lives. In 2008-2009 and again in 2009-2010, the school experienced significant staff turn-over, including the Principal. In 2009-2010, the school’s administration discontinued support for Conscious Discipline. Reading proficiency rates declined markedly.
Source: State of Florida, Department of Education, School Indicator Reports and School Accountability Reports, 1998-1999 through 2009-2010