The purpose of this quantitative ex post facto research study was to determine if restorative practices, an alternative approach to traditional discipline, reduced behavior incidents, promoted student academic achievement, and increased attendance for African American male high school students. This study involved a targeted population of 730 African American male high school students, grades 9-12, from three urban schools located in the southeastern United States. This study explored pre existing data of two groups of African American males, in grades 9-12, those who participated in restorative practice circles and those who did not, to determine if the implementation of restorative practices changed the number of behavior incidents, impacted the overall attendance, and improved the overall academic performance from August 2018 February 2019 and August 2019 February 2020. The researcher found the implementation of restorative practice did not significantly differ for overall attendance, days absent (F = 0.591, p = 0.442, n[superscript 2] = 0.001) or days tardy (F = 1.158, p = 0.282, n[superscript 2] = 0.003), did not significantly differ for expulsion (F = 0.637, p = 0.427, n[superscript 2] = 0.001), and did not significantly differ for Math quarter three scores (F (1, 449) = 0.105, p = 0.777, n[superscript 2] = 0.000), for English quarter three scores (F (1, 449) = 3.602, p = 0.535, n[superscript 2] = 0.001), for Science quarter three scores F (1, 449) = 2.074, p = 0.266, n[superscript 2] = 0.003), and for History quarter three scores (F (1, 449) = 0.898, p = 0.760, n[superscript 2] = 0.000); however, there was a significant impact for behavioral incidents (F = 66.004, p < 001, n[superscript 2] = 0.128) and for out of school suspensions (F = 37.9221, p < 0.001, n[superscript 2] = 0.078) for African American male high school students who participated in restorative practice compared to those who did not participate. Qualitative data were not collected to account for the teachers' experience or training with restorative practices, duration and frequency of restorative strategies, student experiences, nor the person (administrator, teacher, or students) implementing the restorative strategies, and, thus, data may not truly reflect the impact of true restorative practice interventions to provide a decrease in behavior incidents for those African American male high school students attending restorative practices. School districts should hire qualified restorative practice trainers to support and coach schools around the learning, planning, and implementation of the restorative practice framework, and school administrators should provide ongoing professional development and training on a whole school approach to implement restorative practices for school communities. [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.]