兰德-Can-Restorative-Practices-Improve-School-Climate-and-Curb-Suspensions_-An-Evaluation-of-the-Impact-of-Restorative-Practices-in-a-Mid_132页_5mb

Summary of "Can Restorative Practices Improve School Climate and Curb Suspensions?"

Core Content

This report evaluates the impact of Restorative Practices (RP) on school climate and suspension rates in the Pittsburgh Public Schools (PPS) district through a randomized controlled trial (RCT). The study, titled "Pursuing Equitable and Restorative Communities" (PERC), was implemented over two years (2015–16 and 2016–17) and aimed to reduce suspension rates, improve school climate, and promote equitable treatment of students. The program was led by the International Institute for Restorative Practices (IIRP) and supported by the National Institute of Justice (NIJ).

Main Findings

1. Implementation Success

• Staff in PERC schools received training and support through four days of professional development, monthly professional learning groups (PLGs), and coaching from IIRP.
• Most staff developed a basic understanding of RP over the two years.
• Staff reported increased use of RP, particularly affective statements, proactive circles, impromptu conferences, and responsive circles.
• Confidence in using RP grew over time, especially in the second year.
• The biggest barrier to implementation was time constraints.

2. Positive Impacts on School Climate

• Teachers in PERC schools reported significantly better perceptions of teaching and learning conditions, including conduct management, teacher leadership, and school leadership.
• Staff noted improved relationships with students, with some feeling students were more open and willing to share problems.
• Despite lower classroom climate scores from student surveys, teachers using RP were not rated significantly lower by students than those in control schools.

3. Reduction in Suspension Rates

• PERC schools saw a 36% decline in days lost to suspension, compared to an 18% decline in non-PERC schools.
• The percentage of students suspended dropped from 16% in 2014–15 to 13% in 2016–17 in PERC schools.
• Suspension disparities by race and income decreased in PERC schools.
• Female students and students from low-income families had reduced suspension rates.
• African American students also experienced lower suspension rates compared to previous years.

4. No Improvement in Academic Outcomes

• Despite reduced suspensions, academic outcomes did not improve in PERC schools.
• In middle grades (6–8), academic performance worsened in treatment schools.
• There was no reduction in suspensions for male students, students with individual education plans (IEPs), or violent incidents.
• Arrest rates remained unchanged.

Key Information

• Restorative Practices are nonpunitive strategies aimed at repairing relationships, building community, and addressing conflict.
• They include 11 essential elements, such as affective statements, restorative questions, proactive and responsive circles, and restorative conferences.
• RP does not replace suspensions for serious offenses, but it reduces the need for them by focusing on restoration and accountability.
• The study found that not all outcomes were positive, and RP may not be effective in addressing violent behavior or middle-grade academic outcomes in the short term.
• The study's limitations include:
  • A two-year timeframe may be too short to see full effects.
  • Data on student behavior and referral patterns were not directly collected.
  • Control schools may have implemented some RP elements, limiting the ability to compare.

Recommendations

• Integrate RP into the school day to minimize time constraints. For example, use affective statements during lessons or circles to build community and teach content.
• Ensure school leaders understand and model RP to support its adoption.
• Scale and sustain RP through ongoing professional development, support structures, and district-level coordination.
• Focus on elementary schools where RP showed more promising results.

Conclusion

This study suggests that restorative practices can improve school climate and reduce suspension rates, especially among elementary students and disadvantaged groups. However, academic outcomes did not improve, and RP may not be effective in reducing violence or middle-grade misbehavior in the short term. The potential for sustainability depends on ongoing support, training, and leadership buy-in. The findings highlight the complexity of implementing RP and the need for long-term commitment to achieve meaningful change.