The Implementation of CHARACTERplus in the Elementary Schools of a Midwestern Urban School District

Abstract

The purpose of this study was to describe the relationship of the implementation of CHARACTERplus and student discipline in twelve elementary schools of a large Midwestern urban school district. The goal of this study was to identify if there was relationship between the implementation of CHARACTERplus and the number of office discipline referrals and the rate of office discipline referrals resulting out-of-school suspension. A second goal was to identify if there was a relationship between teachers’ perceptions of the implementation of CHARACTERplus and the number of office discipline referrals and out-of-school suspensions. This descriptive study involved an examination of the discipline data from all twelve schools for the fall semester two years prior to implementation creating a baseline (2012-2013 and 2013-2014) and each fall semester for two consecutive years following implementation of CHARACTERplus. The discipline data was analyzed by the total number of office discipline referrals per 100 students as well as by the type of infractions to include attendance, bullying, drugs/alcohol/tobacco, and a category referred to as the 3Ds inclusive of disrespect, defiance of authority, and disruptive behavior. Additionally, a survey was sent electronically via Survey Monkey to the 350 teachers who worked in the twelve elementary schools at the time of the study with 230 responding. The survey was designed to elicit responses from teachers who had worked in the building for the four years reviewed in this study. Of the 230 teachers who responded, 60% of them had worked in the school prior to implementation of CHARACTERplus. Findings indicated that for the schools combined, the total number of office discipline referrals increased from the baseline to year one and to year two of implementation of CHARACTERplus per 100 students. One could speculate that the rise in office discipline referrals could be a result of a heightened awareness around the character traits being taught that teachers may have developed a zero tolerance level. While some schools individually experienced decreases in specific infraction types, other schools experienced substantial increases that raised the total number. The number of office discipline referrals resulting in out-of-school suspension decreased from the baseline year and each year following implementation of CHARACTERplus. It is possible that the reduction in out-of-school suspensions could be due to administrators applying leniency in consequences or perhaps while the frequency of office discipline referrals increased, the severity of the behaviors was lessened. Lastly, only one school had a majority of teachers that perceived that CHARACTERplus reduced the number of office discipline referrals. These findings are counter to the expectation that the number of discipline office referrals would decrease and this is further supported by the majority of teachers’ perceptions are that referrals were not reduced with the implementation of CHARCTERplus. This study concluded with implications for action for the school district and recommendations for further research involving the implementation of character education programs and CHARACTERplus in relation to student behavior and other components of education such as achievement.