Effects of A Classroom Management Intervention on Student Achievement in Elementary Schools

Abstract

The study is about the effects of classroom management intervention on a student’s achievement in an intercity elementary school. Through the study, the researcher compared the achievement of elementary school students who had teachers already trained in classroom management program with students who had teachers without classroom management training program for a four year period. Students at Madison Elementary school (with trained teachers) showed statistically greater achievements gains on both tests (MAT6 and TEAMS teats) than the students at the comparison in the three years. The overall effect size due o the program treatment on MAT6 test score was large, ranging from 0.43 (1986-87) and 0.83 (1987-88) during the intervention to 0.73(1988-89) after the
intervention. Similar results were found in mathematics, 0.68 and 0.77 in reading, and 0.59 and 0.77 in writing for the respective years. On the measure of learning environment, in a post hoc analysis (1990-91), students at Madison perceived their environment to be significantly more positive than comparison students. Teachers and principle interviews during and after intervention period provided contextual guidance for the findings.