This study investigates the impact of statewide Restorative Justice (RJ) reforms on school suspensions and bullying outcomes in Michigan and Texas, amidst a broader movement away from zero-tolerance policies. Since the Gun-Free Schools Act of 1994, zero-tolerance approaches have led to increased suspensions, particularly affecting marginalized groups and contributing to the school-to-prison pipeline. Recent efforts have focused on adopting RJ practices as nonpunitive alternatives, engaging both victims and communities to foster resolutions rather than punishments. This research examines two distinct approaches to RJ: Michigan, which mandates RJ as a primary alternative to suspensions, and Texas, which allows schools to consider RJ practices. The study addresses three key questions: (1) Are these policies effectively implemented statewide? (2) Do they help reduce problematic student behavior? and (3) Does the difference in policy implementation impact outcomes? Using data from the U.S. Department of Education's Civil Rights Data Collection (CRDC) from 2011-2018, the study employs penalized synthetic control method to analyze weighted average effect of 343 Michigan and 486 Texas school districts. Findings reveal a 0.52 percentage point increase in out-of-school suspensions in Michigan, with approximately 60% of districts experiencing this rise. In contrast, Texas saw a 0.37 percentage point decrease, suggesting that appointing a campus behavior coordinator may facilitate easier integration of RJ practices into school culture. Regarding bullying, Texas reported a significant overall reduction, while Michigan indicated a modest increase, with about 65% of districts showing a decrease in reported bullying cases. These results underscore the necessity of evaluating RJ policies critically, as there is no standardized framework for implementation. The analysis highlights the importance of tailored approaches and effective measurement scales to accurately assess policy impacts. Ultimately, while RJ practices are beneficial for restoring student behavior, their effectiveness varies significantly based on implementation strategies, necessitating ongoing evaluation and refinement in school discipline practices.