A popular alternative disciplinary framework from zero-tolerance school policies is restorative justice, which refers to a set of ideologies and practices that emphasize healing relationships in lieu of community exclusion. This work investigates the differences between ideological support for restorative approaches compared to program…

Racial disproportionality in school discipline is an enduring systemic problem whose patterns change from one context to another. In order to develop systemic solutions that are responsive to local contexts, school stakeholders' collective, agentic actions toward systemic changes are essential. Utilizing a participatory systemic design process led…

This study found that the MATC Promise increased college attainment by encouraging Milwaukee high school students to access state and federal aid, and to consider matriculating to their local two-year college. The MATC Promise exemplifies the last-dollar model of college aid. If seniors at Milwaukee area public high schools complete academic…

Teachers set the tone for their classrooms, but what teacher beliefs shape students' sense of belonging? We investigate how teachers' mindsets--or their beliefs about learning and school--relate to adolescents' individual and collective reports of classroom belonging. Our pre-registered analyses include a multilevel design of how 1,200 US middle…

As COVID-19 upended the lives of students around the state, schools across Wisconsin saw a troubling increase in chronic absences. This report discusses where chronic absenteeism grew more sharply in Wisconsin. The highest rates of absenteeism occurred in schools with greater numbers of students of color and from low-income households, thus posing…

This article documents a collaborative effort between university teacher educators and an urban school district in Wisconsin to address acute teacher shortages in bilingual education. The effort took shape as a Grow-Your-Own program based on the teacher residency model. Several innovations were required in program design and implementation to…

Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED,…

This paper examines the experiences of 18 teachers in Wisconsin during the COVID-19 pandemic to address two questions: (1) What do teaching conditions look like during the COVID-19 pandemic? (2) How have educators adapted during the COVID-19 pandemic? This research offers a snapshot of the varied delivery models, safety and mitigation practices,…

Background: In the United States, students of color are more likely to receive disciplinary exclusion compared with their White peers. The racial disproportionality in exclusionary school discipline (e.g., office discipline referrals and suspension) marginalizes students from nondominant communities and further aggravates inequalities in academic,…

The United States has slid into educational mediocrity when compared to international peers which threatens Americans' ability to adapt in an evolving economy, be productive and content at work, put down deep roots in their communities, and help their nation continue to lead on the world stage. That decline has especially harsh consequences for…

This article presents a formative intervention study, called "Learning Lab" that facilitated the collective design of a culturally responsive behavioral support system at an urban middle school in the United States. Learning Lab united parents, teachers, support staff, education leaders, and researchers, specifically those who have been…