@article{ref1,
title="Effects of the Positive Action program on achievement and discipline: two matched-control comparisons",
journal="Prevention science",
year="2001",
author="Flay, Brian R. and Allred, Carol G. and Ordway, N.",
volume="2",
number="2",
pages="71-89",
abstract="This paper reports on the effectiveness of an integrated comprehensive school model for character development, problem behavior prevention, and academic achievement enhancement. The Positive Action program consists of a school curriculum, together with schoolwide climate, family, and community components. As evaluated here, the yearly K-6 curriculum consists of over 140 fifteen-to-twenty-minute lessons per year delivered in school classrooms on an almost daily basis. The program is based on theories of self-concept, learning, behavior, and school ecology. We use a matched control design and school-level achievement and disciplinary data to evaluate program effects on student performance and behavior in two separate school districts. The program improved achievement by 16% in one district and 52% in another, and reduced disciplinary referrals by 78% in one district and 85% in the other. We discuss implications of these replicated findings for the prevention of substance abuse and violence, the improvement of school performance, and the reform of American schools.<p /><p>Language: en</p>",
language="en",
issn="1389-4986",
doi="",
url="http://dx.doi.org/"
}