ERIC Number: EJ1458821
Record Type: Journal
Publication Date: 2025
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-4669
EISSN: EISSN-1532-7671
Combining Restorative Practices with Diplomas Now: Impacts on Practices, Problems, Suspensions, and Chronic Absenteeism
Ashley A. Grant; Douglas J. Mac Iver; Vaughan Byrnes; Emily Clark; Robert Balfanz; Richard Lofton
Journal of Education for Students Placed at Risk, v30 n1 p49-73 2025
This study tests the impact of adding Restorative Practices within secondary schools implementing the Diplomas Now turnaround model in 8 large U.S. urban districts on: (a) the severity of disciplinary problems in these schools, (b) the probability that students would be suspended three days or more during the school year, and (c) the chronic absenteeism rate. We conducted a school-level randomized control trial in 33 schools--17 treatment and 16 control--within 12 randomization blocks. The combined intervention was implemented in the treatment schools during the 2014-2015 and 2015-2016 school years. The results from the final year on the pre-specified primary outcomes indicate that the intervention significantly reduced the severity of discipline problems in treatment schools (ES = -0.13) and the probability that students would be suspended 3 or more days (OR = 0.66); reductions in chronic absenteeism were only marginally significant.
Descriptors: Restorative Practices, Attendance, Urban Schools, Secondary Schools, Discipline, Intervention, Program Effectiveness, Middle Schools, High Schools, Suspension, African American Students, Hispanic American Students, Students with Disabilities, English Learners
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: Department of Education (ED), Office of Innovation and Improvement
Authoring Institution: N/A
Grant or Contract Numbers: U396B100257