Authors: H. Jerome Freiberg, University of Houston
Chris A. Huzinec, Houston Independent School District
Stacy M. Templeton, University of Houston
Presentation By: Tyler Augedahl
Introduction

The study occurred in the Southwest United
States.
 14 schools included as test group

Consistency Management and Cooperative
Discipline (CMCD)

Study compared results of math and reading tests
of test group to control students
 350 Test Students
 350 Control Students
Introduction


Study was conducted to see if their was a link
between test scores in reading and math and
better classroom management because
disruptions:
 Steal valuable teaching and learning time
 Hurt positive school climates and student
performance
 Inhibit how and what teachers feel they can
teach
Also, zero tolerance programs that result in
suspension or expulsion cause students fall farther
behind.
Profile of CMCD

CMCD was founded by the author

CMCD is primarily used as part of reform interventions
in inner-city, high poverty communities.

Provides teachers, administrators, students, and other
school staff with the tools needed to build community
and organizational capacity within their schools.

Emphasizes eliminating problems before they begin by:
 Improving school climate and student behavior
 Effectively managing instructional time
CMCD Findings

Significantly increases teacher and student
attendance

Reduce office discipline referrals

Increase student achievement in Math and
Reading

Create healthier school climate

Improve classroom and school learning
environment
How does CMCD Work?

Presents teachers with systems to facilitate
 Classroom Management
 Instructional Organization
 Planning
 Student Self-discipline
 Engaging Learning Environments
Central Themes of CMCD

There are 5 central themes of CMCD
 Prevention
 Caring
 Organization
 Cooperation
 Community

Almost 100 strategies support the five themes
Method

700 Students were tested
 Test Group:350 students randomly selected from 14
different schools



Schools were matched on similarities in
enrollment, percentages of ethnicities, and
economically disadvantaged
Pretest was collected in Spring of 1999 and 2000
Posttest data was collected in the Spring of 2001
and 2002 after two years of CMCD
 Posttest data collected when students were in 4th, 5th, and
6th grade
Method

CMCD is implemented in 3 phases
1. Classroom Implementation
2. School Wide Focus
3. Building Site Capacity
Results



CMCD had a statistically significant effect on the
reading and math scores of test group when
compared to control students
Math Posttest Scores
 CMCD students scored in the 67th percentile
 Control students scored in the 50th percentile
Reading Posttest Scores
 CMCD students scored in the 64th percentile
 Control students scored in the 50th percentile
Limitations

Change occurs in context
 Implementation takes time and doesn’t happen overnight

CMCD only provides management strategies
 Does not provide subject based curriculum

Other programs could have contributed to success
of test students
 Move It Math (MIM)
 Success for All (SFA)
Educational Significance of
CMCD

More time to teach equals more time to
learn:
 Fewer interruptions during instruction time
 Better classroom organization
 Better student engagement
 Better teacher planning

Survey of teachers indicated that teachers
saved 26 minutes/day as a result of CMCD
Educational Significance of
CMCD

Creates a climate for learning
 Students are engaged and involved
 Teachers and students view each other as
partners

Teachers report less stress
 Reduces number of mental health days used

Children have important roles in the
classroom
 Children don’t want to be late or absent
Reference

Freiberg, H. Jerome, Huzinec, Chris A.,
Templeton, Stacey M. (2009). Classroom
Management—a Pathway to Student
Achievement: A Study of Fourteen Inner-City
Elementary Schools. The Elementary School
Journal. V110 n1 pg63-80. Available:
http://vnweb.hwwilsonweb.com.wsuproxy.mnpals.n
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