Authors: H. Jerome Freiberg, University of Houston Chris A. Huzinec, Houston Independent School District Stacy M. Templeton, University of Houston Presentation By: Tyler Augedahl

Introduction  The study occurred in the Southwest United States. 14 schools included as test group  Consistency Management and Cooperative Discipline (CMCD)  Study compared results of math and reading tests of test group to control students 350 Test Students 350 Control Students

Introduction  Study was conducted to see if their was a link between test scores in reading and math and better classroom management because disruptions: Steal valuable teaching and learning time Hurt positive school climates and student performance Inhibit how and what teachers feel they can teach  Also, zero tolerance programs that result in suspension or expulsion cause students fall farther behind.

Profile of CMCD  CMCD was founded by the author  CMCD is primarily used as part of reform interventions in inner-city, high poverty communities.  Provides teachers, administrators, students, and other school staff with the tools needed to build community and organizational capacity within their schools.  Emphasizes eliminating problems before they begin by: Improving school climate and student behavior Effectively managing instructional time

CMCD Findings  Significantly increases teacher and student attendance  Reduce office discipline referrals  Increase student achievement in Math and Reading  Create healthier school climate  Improve classroom and school learning environment

How does CMCD Work?  Presents teachers with systems to facilitate Classroom Management Instructional Organization Planning Student Self-discipline Engaging Learning Environments

Central Themes of CMCD  There are 5 central themes of CMCD Prevention Caring Organization Cooperation Community  Almost 100 strategies support the five themes

Method  700 Students were tested Test Group:350 students randomly selected from 14 different schools  Schools were matched on similarities in enrollment, percentages of ethnicities, and economically disadvantaged  Pretest was collected in Spring of 1999 and 2000  Posttest data was collected in the Spring of 2001 and 2002 after two years of CMCD Posttest data collected when students were in 4 th, 5 th, and 6 th grade

Method  CMCD is implemented in 3 phases 1. Classroom Implementation 2. School Wide Focus 3. Building Site Capacity

Results  CMCD had a statistically significant effect on the reading and math scores of test group when compared to control students  Math Posttest Scores CMCD students scored in the 67 th percentile Control students scored in the 50 th percentile  Reading Posttest Scores CMCD students scored in the 64 th percentile Control students scored in the 50 th percentile

Limitations  Change occurs in context Implementation takes time and doesn’t happen overnight  CMCD only provides management strategies Does not provide subject based curriculum  Other programs could have contributed to success of test students Move It Math (MIM) Success for All (SFA)

Educational Significance of CMCD  More time to teach equals more time to learn: Fewer interruptions during instruction time Better classroom organization Better student engagement Better teacher planning  Survey of teachers indicated that teachers saved 26 minutes/day as a result of CMCD

Educational Significance of CMCD  Creates a climate for learning Students are engaged and involved Teachers and students view each other as partners  Teachers report less stress Reduces number of mental health days used  Children have important roles in the classroom Children don’t want to be late or absent

Reference  Freiberg, H. Jerome, Huzinec, Chris A., Templeton, Stacey M. (2009). Classroom Management—a Pathway to Student Achievement: A Study of Fourteen Inner-City Elementary Schools. The Elementary School Journal. V110 n1 pg Available: et/hww/jumpstart.jhtml?recid=0bc05f7a67b1790e3 1070eb655f a324dda86f32d27190c0e ee9899d285ca5fa8&fmt=C