Positive Behavioral Interventions and Supports (PBIS) is a framework that has been employed in schools in order to promote not only improved behavioral outcomes but academic outcomes as well. PBIS has three core elements: use of a three-tiered prevention model, application of evidence-based practices, and creation of systems to support and sustain implementation. To promote quality implementation of PBIS, the North Carolina Department of Public Instruction developed a three-level system of school recognition based upon level of training attained, fidelity of implementation, and whether schools demonstrated positive trends in data. Schools in each of the three recognition levels were included in this study to gain information about the relationship between PBIS quality, school contextual variables, suspension rates, and percentage of students demonstrating proficiency on End-of-Grade Reading and Math Assessments. Contextual variables of interest were School Economic Status and Setting. Each school included in the study was identified as being a school of Low or Moderate/High Economic Status and as a City, Suburb, Town, or Rural school. Three research questions were posed pertaining to the relationship between PBIS quality, Economic Status, suspension rates, and EOG Reading and Math performance. Two-way ANOVAs were used to test the hypotheses that there would be an interaction between PBIS Level and Economic Status on each of the three dependent variables. No significant interactions were found. There was a significant effect of Economic Status on suspension rate. There were also significant effects of PBIS Level and Economic Status on EOG Reading and Math Assessment performance. Additionally, an exploratory analysis was conducted to examine possible interactions between PBIS Level, Economic Status, and Setting. Due to the small number of schools in some groups, Setting was condensed into two groups: City/Suburb and Town/Rural. Three-way ANOVAs were used to explore effects of the three independent variables on suspension rate and EOG Reading and Math performance. There was a significant interaction between PBIS Level and Setting and a significant main effect of Economic Status on suspension rate. With regard to both Reading and Math achievement, there was a significant interaction between Economic Status and Setting and a significant main effect of PBIS Level. [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.]