This quantitative quality improvement study examined the impact of Schoolwide Positive Behavior Interventions and Supports (SWPBIS) on African American students in a Southeastern school district. A review of the current literature highlighted the chronic absenteeism, low levels of achievement, and high discipline referrals of African American students. The evaluator utilized the Statistical Package for the Social Sciences (SPSS) to run independent sample t-tests for attendance rates, discipline referral percentages, Georgia Milestone scores, and school climate ratings. The means between the SWPBIS experimental and non-SWPBIS control groups were compared. The evaluator sought to determine if a positive correlation existed between SWPBIS and student outcomes. The findings of this study showed no statistically significant difference in attendance, office referral, school climate, and state test score means for students at the SWPBIS school, except for the mathematics end-of-grade exam. The evaluator provided recommendations for stakeholders based on findings and advocated for future research to further evaluate the efficacy of SWPBIS. [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.]