Consistency Management & Cooperative Discipline
An Evidence-Based Practice
Description
Consistency Management & Cooperative Discipline® (CMCD) is a research-based classroom and school reform model that emphasizes shared responsibility for learning and classroom organization between teachers and students. The model seeks to address the needs of students, teachers, and administrative staff in schools from prekindergarten through 12th grade. The target population is innercity youths. The consistency management component concentrates on classroom instructional organization and planning arrangement by the teacher (from seating arrangements, passing out papers, etc.). The teacher acts as an instructional leader. The cooperative discipline component expands the leadership roles to the students by giving each student multiple leadership opportunities. It incorporates five themes: prevention through classroom management, a caring environment, cooperation, classroom organization, and parental and community involvement activities.
Goal / Mission
The goal of this program is to improve classroom management in order to provide a better learning environment that fosters academic success.
Results / Accomplishments
The CMCD model has been tested many times. In one evaluation study, Freiberg, Huzinec, and Templeton (2009) assessed the impact of the CMCD model in 14 elementary schools located in an urban, minority, low-socioeconomic status community in the Southwest USA. 350 students from CMCD schools and 350 from comparison schools were randomly selected. The sample was stratified at the school campus level and schools were equivalent on racial profile and economic distribution.
The study found that the CMCD group demonstrated significantly greater improvement in reading achievement than the control group on both the Texas Assessment of Academic Skills reading and mathematics subtests from pretest to posttest at the end of the second year of intervention. In mathematics, on average, CMCD students ranked at the 67th percentile, while control students ranked at the 50th percentile. In reading, on average, CMCD students ranked at the 64th percentile, while control students ranked at the 50th percentile.
The study found that the CMCD group demonstrated significantly greater improvement in reading achievement than the control group on both the Texas Assessment of Academic Skills reading and mathematics subtests from pretest to posttest at the end of the second year of intervention. In mathematics, on average, CMCD students ranked at the 67th percentile, while control students ranked at the 50th percentile. In reading, on average, CMCD students ranked at the 64th percentile, while control students ranked at the 50th percentile.
About this Promising Practice
Organization(s)
University of Houston
Primary Contact
H. Jerome Freiberg, Project Director
Consistency Management & Cooperative Discipline
4800 Calhoun Farish Hall, Room 442
University of Houston
Houston, TX 77204-5026
(713) 743-8663
freiberg@mail.uh.edu
http://cmcd.coe.uh.edu/index.html
Consistency Management & Cooperative Discipline
4800 Calhoun Farish Hall, Room 442
University of Houston
Houston, TX 77204-5026
(713) 743-8663
freiberg@mail.uh.edu
http://cmcd.coe.uh.edu/index.html
Topics
Education / School Environment
Education / Student Performance K-12
Education / Student Performance K-12
Organization(s)
University of Houston
Source
The Office of Juvenile Justice and Delinquency Prevention's Model Programs Guide (MPG)
Date of publication
2001
Geographic Type
Urban
Location
Houston, TX
For more details
Target Audience
Children, Teens