Consistency Management & Cooperative Discipline

An Evidence-Based Practice


Consistency Management & Cooperative DisciplineĀ® (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. One evaluation compared students who were taught by teachers trained in consistency management and cooperative discipline with students who were not. Researchers obtained standardized math test scores for students in grades 4, 5, and 6 from seven elementary schools. The schools were all within two square miles. Three served as treatment schools (n=232), and four were control schools (n=311). Most students in the study were Latinos, and there were minorities of African-American and white students.

The results of this evaluation show that students taught by teachers trained in CMCD performed significantly higher than control students on math achievement tests. These findings are consistent with those from both qualitative and quantitative studies performed on CMCD, which include sustained gains in student achievement over 3 years (9-12 months' greater achievement gain than the group of comparison schools), significant reductions in student discipline referrals (72 percent to 78 percent lower than other schools), and 36 minutes' additional teaching time per day owing to fewer discipline problems and enhanced cooperation (equivalent to 3Ā½ additional weeks of instruction).

About this Promising Practice

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
Education / School Environment
Education / Student Performance K-12
University of Houston
The Office of Juvenile Justice and Delinquency Prevention's Model Programs Guide (MPG)
Date of publication
Geographic Type
Houston, TX
For more details
Target Audience
Children, Teens