We merged data on the extent to which middle schools implemented school-wide positive behavior interventions and supports (SWPBIS) with data on disciplinary exclusions occurring in those schools across a period of 3 years. We conducted descriptive and multivariate analyses of variance to examine if (a) SWPBIS can be implemented with fidelity in middle school settings, (b) SWPBIS implementation is associated with reductions in disciplinary inequity, and (c) changes in disciplinary inequity vary with the proportion of students from low socio-economic and non-White backgrounds. Analysis of intervention fidelity data indicated that schools implemented the core features of SWPBIS based on training and support provided. Based on descriptive outcomes SWPBIS implementation was associated with (a) overall lower rates of ISS, the least severe form of disciplinary exclusion; (b) overall high rates of truancy, especially for AI/AN and Hispanic students; (c) some reductions in disciplinary exclusions for Hispanic and AI/AN students, but few for African-American students; and (4) few increases in the durations of disciplinary exclusions. School-level demographic factors did not appear to impact racial/ethnic inequity in schools implementing SWPBIS. Based on our findings we suggest a number of recommendations, including focused research on integrating behavioral science and critical race theory, training SWPBIS implementers in disaggregating discipline data by student race/ethnicity and interpreting data patterns, increasing meaningful integration of non-White parents into SWPBIS implementation practices, and holding implementers accountable for promoting culturally responsive systems and practices.

Our study examined the relationship between the Native American community’s recommendations for improving outcomes for American Indian/Alaska Native (AI/AN) students and school level practices in Oregon. We merged data on teacher practices from the 2009 National Indian Education Study (NIES) with data reflecting disciplinary exclusions. Our unweighted sample consisted of 40 elementary schools, 40 middle schools, <10 high schools, and 10 K-8/12 schools. Results indicated that the majority of teachers did not participate in recommended professional development nor did they integrate Native culture into instruction. Although correlations between participation in professional development and use of Native culture were significant, linear regression outcomes indicated no significant association between school level practices and disciplinary exclusion patterns of AI/AN students. Follow-up analyses of K-8/12 schools, which had the lowest rates of disciplinary exclusions for AI/AN students, indicated that greater AI/AN enrollment density was associated with lower out-of-school suspension rates. Based on our analyses and current efforts in Oregon to improve educational outcomes for AI/AN students we recommended greater emphasis on (a) disaggregating discipline data by student race, (b) meaningful collaboration between state departments of education and Native community leaders, (c) schools’ accountability for reaching out to Native parents and community members, and (d) sharing disaggregateddata with all relevant stakeholders.