External Findings of Consistency Management & Cooperative Discipline
November 2012: “Congratulations, your program, Consistency Management and Cooperative Discipline (CMCD), has been identified for inclusion in CrimeSolutions.gov!”
The Office of Justice Programs (OJP) selected CMCD for inclusion in CrimeSolutions.gov after third-party review of CMCD’s research. CrimeSolutions.gov identifies evidence-based models for effective, quality programs and practices in the fields of criminal justice, juvenile justice, and crime victimization. CMCD’s listing will appear on the site in the near future. CMCD was also selected by OJJDP for inclusion in its Model Programs Guide. www.ojjdp.gov/mpg/Consistency%20Management%20%20amp;%20Cooperative%20Discipline%20%20174;-MPGProgramDetail-316.aspx
April 2010: US Department of Health & Human Services described CMCD as an “Area of Strength” in its Triennial review of the Gulf Coast Community Services Association Head Start/Early Head Start programs. It stated that the GCCSA had “strength in its implementation of a consistent learning environment through the use of an innovative classroom management system [CMCD].”
September 2009: Classroom Management – A Pathway to Student Achievement: A Study of Fourteen Inner-City Elementary Schools by H. Jerome Freiberg, University of Houston, Chris A. Huzinec, Houston Independent School District, Stacey M. Templeton, University of Houston. CMCD programs show significant value-added improvement in reading and math and significant effects in reading and math, after one year of implementation in elementary and for middle schools. CMCD students ranked in the 67th percentile in math and in the 64th percentile in reading. Control students ranked in the 50th percentile in both math and reading. In Elementary School Journal, Vol 110, No. 1, pp. 63-80.
September 2008: Effective Programs in Elementary Mathematics: A Best Evidence Synthesis, by Robert E. Slavin and Cynthia Lake, Johns Hopkins University. What mathematics programs have been proven to help elementary students to succeed? CMCD was identified in the top 11 programs nationally that significantly improved student mathematics achievement. Full report available in Review of Educational Research. Vol 78, No. 3, pp. 427-515.
Spring 2008: Paul Harwood for the school improvement program The London Challenge identifies CMCD as a “very successful programme,” garnering “significant improvements in behaviour” in the report titled Consistency Management and Cooperative Discipline programme, London Digest, 2(3). Article available at http://www.ioe.ac.uk/about/documents/Study_Departments/LERU_LDigest2.pdf
August 2007: CMCD is listed as a promising program to decrease South Carolina’s school dropout population in the At-Risk Student Intervention Implementation Guide published by the South Carolina Department of Education.
January 2006: The Effectiveness of the Consistency Management & Cooperative Discipline® (CMCD) Model as a Student Empowerment and Achievement Enhancer: The Experiences of two K-12 Inner-City School Systems, by Dr. Kwame A. Opuni, U. of St. Thomas, Houston. Study showed significant gains in achievement and school climate against control schools in two cities. http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED523643
April 2005: An Evaluation of Consistency Management & Cooperative Discipline® (CMCD®) 2005, by Professor J. W. Eiseman, Coordinator Educational Leadership Program U. of Massachusetts- Amherst. Part of the “Implementation for Success,” directed by Deborah Collins funded by a grant from the USDOE’s Office of Educational Research & Improvement; The Research & Evaluation Division of the Education Alliance at Brown University. CMCD had improved achievement and higher levels of effectiveness than control schools.
January 2004: The Iowa Math Content Network Review (2004). Documentation of structured analysis for selecting scientifically-based research: Instructional strategies and programs. The Math Content Network reviewed a study entitled: The effects of Consistency Management & Cooperative Discipline on student mathematics achievement in seven Chapters I elementary schools in the Journal of Education for Students Placed at Risk, 6(3) (2001): 249-270. On a scale of 1-5 with five being the highest, the Math Content Network rated the study findings a 4 out of 5. http://educateiowa.gov/prodev/mathematics/math_3-5_5.doc
October 2002: Project GRAD: A Comprehensive School Reform Model, Project GRAD/Houston 2001-02 Evaluation, by Dr. Kwame A. Opuni & Ms. Mary L. Ochoa. At the end of the first project implementation year 13 schools with CMCD outperformed their comparison cohort in math and reading on the Stanford 9 test. Differences between project students and the comparison students were statistically significant in both math and reading with effect sizes of >0.31. Dr. Kwame Opuni’s study showed that CMCD teachers and students gain from 7 to 18.5 days of additional instructional time that would have been used for classroom discipline, equaling up to 3.7 school weeks.
May 2002: Dr. Frederick Mosteller, Director of the Center for Evaluation, Harvard University, Department of Statistics, identified Freiberg as having excellent studies in research on CMCD’s program’s effectiveness.
June 2000: The Center for the Study of Violence Prevention at the Institute for Behavioral Science at the University of Colorado, Boulder reviewed 116 Discipline and Violence Prevention Programs. They reported that only four programs in the U.S. and one in Europe met its research criteria for multiple quantitative evaluations that were statistically significant, included third-party evaluations, were effectively replicated in multiple locations away from the home site, provided adequate support and showed evidence of sustained effects. CMCD was the only comprehensive pre K – 12 program to be recognized.
Jan. 2000: Chicago Annenberg/NLC CMCD School Achievement Data: Chicago Annenberg Challenge/ NLC Progress Report in January 2000 showed CMCD schools performing at or above national norms on the ITBS had a 23% and 42% raw aggregate growth in Reading and Mathematics in 1998-99 compared to a city-wide raw aggregate growth of 4% in Reading and 11% in Mathematics. The number of students performing in the Bottom Quartiles in 5/5 CMCD schools decreased each year between the beginning of CMCD and 1999 while the number of students performing in the LC Quartiles in 5/5 CMCD schools increased.
April 1999: CMCD is listed with the Milwaukee Public Policy Forum review entitled, Encouraging “Best Practices” at MPS, A Review of the Literature and Educational Experiences In Peer Urban School Districts.
April 1998: CMCD is the only K-12 discipline management program listed by the U.S. Department of Education in the school reform book entitled: “Tools for Schools.” http://www2.ed.gov/pubs/ToolsforSchools/cmcd.html
July 1997: Research findings by sociologist Georgio Chiari shows CMCD in middle & high schools in three cities in Northern Italy have gains in reading, mathematics, and improved school climate in CMCD classrooms compared to control classrooms. Chiari, G. (1997). Climi di classe e apprendimento: Un progetto di sperimentazione per il miglioramento del clima di classe in quattro citta italiane. Milano, Italy: FrancoAngeli.