The purpose of the study included a comparison of academic achievement scores for reading and mathematics to the implementation of positive behavior intervention supports (PBIS) among fifth-graders attending three different types of schools in Georgia. This descriptive comparative study included the collection of academic achievement scores from the three different schools provided the data for the one-way analysis of variance (ANOVA). The ANOVA was chosen for the study due to the data collected for the three different types of elementary schools. The test scores of fifth-graders in the areas of reading and mathematics were analyzed for this study; therefore, there were no active participants. The fifth-grade test scores for reading and mathematics from three different elementary schools included one that was considered fully implementing PBIS, one that was partially implementing PBIS, and one that was not implementing PBIS. The results from the ANOVA indicated a statistical significant difference among PBIS and academic achievement scores for reading among fifth-grade students and fifth-grade students without disabilities. The results from the ANOVA also indicated a statistical significant difference among PBIS and academic achievement scores for math among fifth-grade students and students with disabilities. The implications of this study indicated that the implementation of PBIS can significantly support students in the educational setting and improves academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]