Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial.

Abstract

This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects on student behavior and academic outcomes. In addition, mediation analyses examined a hypothesized putative mechanism for observed academic outcomes. Findings indicated that CHAMPS improved teacher ratings of student concentration problems (d ϭ Ϫ0.18) and classwork completion (d ϭ 0.18), observed student time-on-task (d ϭ 0.16), and student scores on broad English (d ϭ 0.14), and math problem solving (d ϭ 0.17) academic achievement tests. Null effects were observed for student prosocial and disruptive behaviors and self-regulation skills as well as reading comprehension and broad math achievement performance. Main effects on the English achievement test scores were partially mediated by student improvements in observed time-on-task. Practical significance of the findings and implications for schools and policymakers are discussed. Educational Impact and Implications StatementA teacher classroom behavior management training program, CHAMPS, caused improvements in teacher classroom management practices and student social and academic outcomes. The improvements in academic achievement were, in part, explained by increases in student time-on-task. Improving teacher classroom management training holds promise for increasing student achievement on a large scale.

Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems

“…The finding that the CHAMPS intervention had particular benefit on the concentration skills of students identified by teachers as being in need of behavioral supports is noteworthy. Main effect analyses reported a positive, although nonsignificant, trend on concentration problems for the whole sample (Herman et al, under review, Herman et al, 2018, 2019). The present findings suggest that changes in classrooms where the CHAMPS intervention was implemented affected student outcomes such that they largely contributed to the positive trends.…”

Child Protection Policy and Behavioral Management Practices at a Public Elementary School in Rizal, Philippines

“…In this thought, it seems indispensable for teachers to have a strong passion to become efficient in managing problematic student behavior. Herman et al, (2022) stated that the teacher classroom behavior management training program, caused enhancement in teacher classroom behavioral management implementation and students' social and academic end result. The advancement in the academic section was observed by the increased students' time on task.…”

Using Turn and Talk to Develop Language: Observations in Early Classrooms

“…T&T carries considerable classroom management demands because teachers invite all children to talk. The classroom management literature (e.g., Chuang et al, 2020; Herman et al, 2020) shows that conversations flow best when children know what to talk about, how to take turns, and how to modulate their voices to control the noise level. Teachers also need quick, feasible techniques to bring children back from their pairs/triads to the large group, and clear behavioral expectations throughout.…”

“…T&T carries considerable classroom management demands because teachers invite all children to talk. The classroom management literature (e.g., Chuang et al, 2020;Herman et al, 2020) shows that conversations…”