In reviewing restorative justice practices to determine if they have an effect on inequitable discipline, the authors used quantitative data from over 400 students in 29 schools. They determined that teachers who use restorative practices with fidelity do contribute to a reduction in the equity gap.
Gregory, Anne, Clawson, Kathleen, Davis, Alycia, and Gerewitz, Jennifer. 2016. “The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline.” Journal of Educational and Psychological Consultation 24, no. 4: 325-353.
After a full year of "Delay Regulation" the United States District Court for the District of Columbia ordered the implementation of 2018 federal significant disproportionality regulations.
United States District Court for the District of Columbia. 2019. Council of Parent Attorneys and Advocates, Inc. v. Elizabeth (Betsy) DeVos, Secretary of Education; Johnny W. Collet, Assistant Secretary for Rehabilitative Services; U.S. Department of Education. Civil Action No. 18-cv-1636 (TSC). https://youthlaw.org/wp-content/uploads/2018/07/031-Memorandum-Opinion-re-Defendants-Motion-to-Dismiss-14-Plaintiffs-Motion-for-Summary-Judgment-16-and-Defendants-Motion-for-Summary-Judgment-22-1.pdf.
This article provides an overview of restorative justice (RJ) in US K-12 schools, discusses implementation challenges, and summarizes the most recent two decades of quantitative studies regarding the effectiveness of RJ at achieving a range of outcomes. While RJ has become increasingly popular, there is still relatively little quantitative research regarding its effectiveness. Still, available evidence suggests that RJ programs can improve school climates and reduce student misbehavior and school discipline. Results are more mixed regarding RJ’s impact on bullying, student absenteeism, and academic performance.
Darling-Hammond, Sean, Trevor Fronius, Hannah Sutherland, Sarah Guckenburg, Anthony Petrosino, and Nancy Hurely. 2020. “Effectiveness of Restorative Justice in US K-12 Schools: a Review of Quantitative Research.” Contemporary School Psychology 24, 295–308, https://doi.org/10.1007/s40688-020-00290-0 (accessed January 30, 2023).
This study examines a set of seven “positive outlier” districts in California in which students across racial/ethnic groups are consistently outperforming students of similar racial/ethnic backgrounds from families of similar income and education levels in most other California districts. In addition, these districts are achieving more equitable opportunities and outcomes across a range of measures. This cross-case study consolidates lessons learned from these seven districts in California during the early implementation of new standards in California.
Burns, Dion, Linda Darling-Hammond, Caitlin Scott. 2020. How positive outlier districts create a strong and stable teaching force (research brief). Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/media/463/download?inline&file=Positive_Outlier_Districts_Strong_Stable_Teachers_BRIEF.pdf (accessed January 30, 2023).
Explores the challenges and strategies related to implementing evidence-based treatment interventions and translating research into direct practice.
Dean Fixsen (2007) Frank Porter Graham Child Development Institute.
The tool is designed to support district leaders implement school wide positive behavior support (SWPBS) systems. It is useful because it clearly defines and describes the different steps and processes associated with implementation SWPBS systems.
OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (October 2015). Positive Behavioral Interventions and Supports (PBIS) Implementation Blueprint: Part 1–Foundations and Supporting Information.Eugene, OR: University of Oregon. Retrieved from www.pbis.org.
This is a guide for school district leaders interested in exploring partnerships and accessing Medi-Cal to meet the social, emotional, and mental health needs of students in schools. The guide gives an overview of what school district leaders need to know about Medi-Cal billing, how to integrate Medi-Cal funded supports for students, actions school districts can take and steps to integrate Medi-Cal into a Coordinated System of Supports.
Briscoe, A., Estes, E., Eng, A., Burness, M., Cazares, L. 2020. Practical Guide for Financing Social, Emotional and Mental Health in Schools. California: California Children's Trust/Breaking Barriers,
https://cachildrenstrust.org/wp-content/uploads/2020/08/practicalguide.pdf
