MOBILE, AL--(Marketwired - September 23, 2015) - Chalkable, a leading provider of student achievement solutions to the K-12 public and private school markets, today announced the results of a study that explores the impact of positive behavior reinforcement in the K-12 classroom. The findings in a newly released white paper detail the success of a program executed in partnership with the Alabama State Department of Education (ALSDE) and reveal that schools utilizing Chalkable's positive behavior support program, Learning Earnings, achieved significant gains in three critical student achievement indicators: attendance, discipline infractions, and failing grades.
For students using Learning Earnings, end of year data showed an 18 percent year-over-year decrease in student absences, resulting in five and a half extra days of instruction per participating student over the academic year. Failing grades were reduced by 36 percent, and discipline infractions were cut by 50 percent over the previous academic year across the user group.
Eight school districts with a combined student population of 30,000 were a part of the Learning Earnings program, with half of the students participating and the other half serving as a control group. Data in the state-mandated reporting areas of attendance, discipline and achievement was collected from schools and analyzed at the conclusion of each grading period. The study compared students enrolled in the program to those who were not, and also compared year-over-year performance for both student groups.
Chalkable's Learning Earnings was selected by ALSDE in support of Plan 2020, the strategic plan for education in Alabama with a goal to prepare all students to be successful in college and/or career upon graduation from high school. The use of the positive student behavior initiative is designed to support student ownership of their actions that includes alternatives to traditional disciplinary sanctions, and as a result improve student outcomes and school culture.
Alabama State Superintendent of Education Dr. Thomas R. Bice stated: "We are excited to see the continued improvement and student achievement that results from districts implementing school-wide systems of support leading to safer, more positive learning environments in which every student thrives."
The use of Learning Earnings also extended academic gains into subgroups, helping to close the achievement gap with the general student population. African American and Hispanic students participating in the study both increased attendance and academically outperformed non-participants. The program also inspired the gifted and talented student population, who increased attendance and grades while reducing discipline incidents.