Data Requests

1. Which U.S. schools with SRO programs actively implement PBIS/MTSS frameworks (as measured by TFI, BoQ)?
2. How does PBIS/MTSS implementation vary between SRO and non-SRO schools?###Do “SRO schools” implementing SWPBIS exhibit different rates of student discipline and violent/weapon offenses than non-PBIS SRO schools?
3. How do PBIS fidelity levels (TFI, BoQ scores) moderate the relationship between state SRO policy comprehensiveness and disciplinary outcomes among SRO schools?
4. Do schools implementing SWPBIS with fidelity exhibit different student/staff perceptions of school climate if they have SRO programs?
5. Do schools implementing SWPBIS with fidelity have different ODR rates if they have SRO programs?

1. What is the relationship between community violence/crime and teacher’s perceptions of safety? ###Does PBIS implementation fidelity moderate the relationship between community violence/crime and teachers’ perceptions of safety?
2. What is the relationship between community violence/crime and PBIS implementation fidelity? ###4. What school and community factors predict PBIS implementation fidelity?

1. To what extent does the School Climate Survey demonstrate measurement invariance across key student demographic characteristics (racial/ethnic identity and gender)?
2. To what extent is Tier 1 SWPBIS implementation related to student perceptions of school climate?
3. To what extent does the relationship between Tier 1 SWPBIS implementation and school climate perceptions differ based on student demographic information (race/ethnicity, gender)?
4. To what extent does a school’s discipline rate impact the relationship between Tier 1 SWPBIS implementation and student perceptions of school climate?

1. Does exposure to extreme environmental factors (e.g., extreme weather events, air pollution) increase violent behavior among youth? Specifically, do the patterns of ODRs for aggressive behavior change around the time of an extreme environmental exposure?
2. What are the school- and/or community-level factors that moderate the relationship between environmental factors and student aggression, if any?
3. What is the total discipline burden associated with environmental factors, if any, in terms of additional ODRs, detentions/suspensions/expulsions, and lost education time due to disciplinary infractions and outcomes?

1. Is there a correlation between fidelity to PBIS at Tier 1 and perceptions of school climate for LGBTQ youth?
2. For schools that are implementing PBIS at Fidelity:  Is there a significant difference in perceptions of school climate for LGBTQ+ youth in comparison to non-LGBTQ+ youth?
3. For schools that are implementing PBIS at Fidelity: Is there a significant difference in school climate subscale score for LGBTQ+ youth in comparison to non-LGBTQ+ youth?

1. What types of behaviors and response actions are most common in middle school minor behavior referrals?
2. To what extent do the discipline actions taken vary in rate based on behavior type?
3. How do the rates of different actions taken vary based on student race/ethnicity and disability (IEP) status?
4. To what extent does school PBIS fidelity of implementation for tier 1 support impact the rates of actions taken by student race/ethnicity and IEP status?

1. What school systems-level factors reduce teacher burnout in U.S. schools?
2. To what extent are the effects of these systems-level factors implemented within schools on teacher burnout moderated by teacher type?
3. To what extent are the effects of these systems-level factors implemented within schools on teacher burnout moderated by teacher level?

1. Is there a relationship between school climate perceptions among students and PBIS fidelity?
2. Is there a relationship between school climate perceptions among students and the frequency of ODRs accounted for within their school?
3. Is there a relationship between school climate perceptions among students and their perceptions of school safety risk and protection factors?
4. Do student-level variables (i.e., grade-level, gender, race/ethnicity, sexual orientation) impact the relationship between school climate and variables of interest?
5. To what degree to school level interventions- Check-in Check out- moderate the relationship between school climate and SWIS

1. How have levels of inclusion of students with disabilities in general education classrooms changed over time and across grade levels?
2. To what extent do sociodemographic factors (e.g., student ethnicity, school type, school urbanicity, and socioeconomic status) explain variation in levels of inclusion, and how have the explanatory powers of these factors shifted over time?
3. What is the relationship between Tier 1 SWPBIS implementation fidelity and levels of inclusion of students with disabilities?

1. To what extent does community violence/crime predict student perceptions of safety?
2. Does this relationship persist after controlling for student- and school-level demographics?
3. Does PBIS implementation fidelity mediate the relationship between community violence/crime and student perceptions of safety?
4. Does the mediating role of PBIS fidelity remain significant after controlling for student- and school-level demographics?###3: To what extent does community violence/crime predict PBIS implementation fidelity?

1. Which TFI items are most strongly associated with lower ODR rates across schools?
2. Do schools implementing certain key practices demonstrate significantly lower ODR rates?
3. Are there combinations or clusters of TFI items whose co-implementation is associated with reduced ODRs?
4. Does higher TFI fidelity predict fewer ODRs in the same or subsequent year?
5. Does the TFI score in a given year predict ODR count in the following year?
6. Is there a relationship between the frequency of TFI completion and both fidelity scores and student outcomes?
7. To what extent do schools maintain, improve, or decline in TFI fidelity scores over a three-year period?
8. Is there significant year-to-year variation in TFI scores within schools?

1. Does the fidelity of PBIS implementation predict  secondary students' sense of school connectedness?
2. What are the specific PBIS practices that are most  predictive of secondary students’ sense of school connectedness?

1. To what extent does the School Climate Survey (SCS) demonstrate measurement invariance across key student demographic characteristics (racial/ethnic identity and gender)?
2. To what extent is Tier 1 SWPBIS implementation related to student perceptions of school climate?
3. To what extent does the relationship between Tier 1 SWPBIS implementation and school climate perceptions differ based on student demographic information (race/ethnicity, gender)?
4. To what extent does a school’s discipline rate impact the relationship between Tier 1 SWPBIS implementation and student perceptions of school climate?

1. What is the  difference, if any, in school climate between before and after the  implementation  of the therapy dog  program?

1. Which components of  Tier 1 SWPBIS as measured by the TFI are implemented with the highest and  lowest levels of fidelity in high schools using the SWIS platform?
2. Overall, what is the  relationship between the single factor Tier 1 TFI score and ODRs in high  schools implementing using the SWIS platform?
3. Overall, what is the  relationship between the three TFI Tier 1 subscales and ODRs in high schools  using the SWIS platform?

How are educational indictors and other metrics such as chronic absenteeism, schoolexpenditure, graduation rates, etc. related to the reported HMTSS implementation across different school types?

1.  How are schoolmental health services and PBIS related to more equitable discipline outcomes? 
2. What schoolcontextual factors predict schools with lower rates of racialized disciplinedisparity?
3. In hypersegregated schools, what factors are related to lower rates of exclusionary discipline forstudents?

1. Do racial and ethnic disparities exist in the discipline of girls in K-12 schools while controlling for the type of incident that led to the discipline?

1. What is the relation between exclusionary discipline practices and academic achievement across schools implementing PBIS with high fidelity?

1. What was the average rating of student perception of school climate the year before the COVID-19 pandemic and what was the change during year 1 and year 2 of the COVID-19 pandemic?
2. To what extent did change in school climate perceptions during the COVID-19 pandemic vary based on school characteristics (i.e., race, gender, socio-economic status, locale and school size)?
3. To what extent did change in school climate perceptions during the COVID-19 pandemic vary based on pre-pandemic PBIS fidelity of implementation?
4. To what extent did change in school climate perceptions during the COVID-19 pandemic vary based on district-level modality of instruction (i.e., remote, hybrid or in-person).

1. What types of behaviors are categorized as defiance, disrespect, or disruption as compared to other categories?
2. To what extent do these differ for students from different demographic groups, for different discipline contexts, and based on different school demographics?

1. How does SWPBIS affect school-level student achievement?
2. What is the effect on subpopulations, including achievement gaps?

1. How does implementation of ISLA affect the frequency of ISS for students when controlling for SES, race, IEPs, gender?
2. How does implementation of ISLA affect the frequency of OSS for students when controlling for SES, race, IEPs, gender?
3. How does implementation of ISLA affect the frequency of expulsions for students when controlling for SES, race, IEPs, gender?

1. What is the expected DPR score growth rate at various levels of initial performance (e.g., 40%, 60%, and 80% of points earned)?
2. What is the reliability of DPR score intercept and slope estimates?
3. What is the validity of DPR score intercept and slope estimates relative to office discipline referrals?
4. To what extent are DPR scores sensitive to change in student behavior in response to intervention?
5. Which decision rule is the most accurate predictor of student response to intervention?
6. To what extent are the aforementioned psychometric properties consistent across gender, racial/ethnic, and IEP status subgroups?

1. To what extent do student IEP status, gender, and ethnicity predict ODRs for Alcohol, Tobacco, or Drug (ATD) possession?
2. What are the common administrative decisions for ATD ODRs?
3. To what extent does substance type predict likelihood of suspension?
4. Do secondary schools implementing at or above the TFI fidelity threshold demonstrate fewer ATD ODRs?
5. To what extent are epidemiological trends evident in referral patterns for possession of ATD over several years?
6. To what extent do administrative actions for ATD possession change over time?
7. To what extent to administrative decisions predict ATD possession ODRs in later years?

1. How does high school implementation of Tier 1 compare to elementary and middle school implementation?
2. In high schools, to what extent do TFI and SAS scores align? For example, do low fidelity scores (TFI & SAS) predict priorities for improvement (SAS)?
3. In high schools, what is the relation between implementation fidelity and school climate?
4. In high schools, what is the relation between implementation fidelity and student outcomes?

1. Is there evidence for structural validity of the BoQ in a national sample?
2. To what extent is the implementation of SWPBIS components, as measured by the BoQ, associated with greater equitable school discipline outcomes within a sample of U.S. schools that utilize SWIS? Specifically, is the implementation fidelity of certain subscales of the BoQ (e.g., Classroom Systems) associated with reduced risk for non-White students experiencing exclusionary discipline both within their racial/ethnic group (i.e., risk indices) and across racial/ethnic groups (i.e., risk ratios)?

1. What proportion of middle schools in the United States demonstrate high sustainability as measured by fidelity of implementation percentages on the Benchmarks of Quality (BoQ)?
2. What critical elements identified through the Benchmarks of Quality (BoQ) are significant predictors of sustained implementation?

1. To what extent is sustainability at Tier 1 associated with sustainability scores at advanced tiers?
2. To what extent is sustainability at Tier 1 associated with fidelity scores across PBIS tiers (TFI)?
3. To what extent are SUBSIST scores related to more direct measures of data use across three years?
4. To what extent are ALTITUDE scores related to more direct measures of data use across three years?

1. Does the data for the student (parent and personnel) school climate survey fit the factor structure?
2. Is there a relationship between PBIS fidelity and school climate?
3. Is there a relationship between school discipline and school climate; do these differences vary across demographic groups.

1. In which categories of office discipline referrals (ODRs) are prior disciplinary record status disparities evident?
2. In which categories of disciplinary consequences are prior disciplinary record status disparities evident?
3. To what extent does prior disciplinary record status make a contribution to administrative decisions concerning disciplinary consequences in elementary or middle schools?
4. To what extent does racial/ethnic status make a contribution to prior disciplinary record status?

1. How many and what percent of rural schools are implementing PBIS compared to non-rural schools implementing PBIS with fidelity?
2. How do school characteristics of rural PBIS schools compare non-rural schools implementing PBIS with fidelity?
3. How many rural PBIS schools are measuring PBIS implementation fidelity (e.g., BOQ, SET etc.) and obtaining high fidelity scores compared to non-rural PBIS schools
4. What are the outcomes for the Number of ODRs per 100 Students per Day for rural PBIS schools compared to non-rural schools implementing PBIS with fidelity?

1. What are the effects of accountability in the context of teacher responses to student behavioral infractions in the aftermath of teacher evaluation reforms.

1. What school characteristics predict implementation of systems at (a) Tier 2 and (b) Tier 3?
2. To what extent does fidelity of implementation of Tier 1 systems predict implementation of systems at (a) Tier 2 and (b) Tier 3?

1. Within a sample of U.S. elementary students who received behavior referrals, are students of traditionally minoritized groups (e.g., Black students, Hispanic students, students with disabilities) more likely to receive suspensions than non-minoritized students (e.g., White students, students without disabilities) in schools implementing SWPBS?
2. Is SWPBS implementation fidelity associated with the odds of receiving an out-of-school suspension for students of traditionally marginalized groups in a sample of U.S. K-12 elementary school behavior referrals?
3. Are certain components of SWPBS implementation associated with the odds of receiving an out-of-school suspension for students of traditionally marginalized groups in a sample U.S. K-12 elementary school behavior referrals?

1. For racial/ethnic groups in grades K–5, how did the yearly aggregate rate of non-exclusionary and exclusionary discipline practices vary by type of behavioral infraction from 2011/12-2017/18?
2. How are school-level characteristics associated with racial/ethnic variation in non exclusionary and exclusionary discipline among elementary students from 2011/12-2017/18?
3. How are the type of behavioral infraction, student characteristics, and school characteristics associated with variation in non exclusionary and exclusionary discipline among elementary students in the most recent school year, 2017/18?

1. Do urban/suburban schools differ from town/rural schools in their implementation of PBIS systems?
2. Do town/rural schools differ in their rates of student discipline referrals?

1. What are the descriptive patterns for implementation (number of students using CICO-SWIS), participation (e.g., days with data), and engagement (i.e., percent of CICO points earned) in CICO-SWIS in elementary and secondary schools (middle and high)?
2. To what extent are schools implementing CICO also implementing Tier 1 PBIS with fidelity (i.e., TFI scores)?
3. To what extent is student participation (i.e., number of students with CICO-SWIS data), engagement (i.e., percent of CICO points earned) and school capacity (i.e., percent of students using CICO-SWIS) related to Tier 1 and 2 implementation fidelity scores in elementary and secondary schools?

1. Is there convergent validity between the Student Interview and the Georgia Brief School Climate Inventory (GaBSCI)?
2. Is there correlation between the Student Interview (SI) school climate factor and the GaBSCI school climate factor?
3. Are similar trends observed across student demographic groups when examining data collected with the Student Interview and Georgia Brief School Climate Inventory?

1. How do students in middle and high school perceive their school climate? (What is the mean and standard deviation of the climate survey items for middle/high)
2. What is the implementation status of high in the TFI section on acknowledgements (What is man and SD for 1.9 on TFI)

1. Does PBIS implementation fidelity relate to exclusionary disciplinary outcomes for students with disabilities?

1. What are the structural aspects of the SAS 4.0?
2. What are the validity aspects of the SAS 4.0 compared to other fidelity measures?
3. What is the interrater reliability aspects of the SAS 4.0?

1. Is there a significant relationship between the element of PBS team and the number of student Office Disciplinary Referrals (ODRs)?
2. Is there a significant relationship between the element of Faculty Commitment and the number of student’s ODRs?
3. Does the PBIS team self-reported scores of PBS Team and Faculty Commitment elements (as measured by the BoQ item numbers 1 through 6) predict student ODRs?