| 来源类型 | Research Reports
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| 规范类型 | 报告
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| DOI | https://doi.org/10.7249/RR2840
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| 来源ID | RR-2840-DOJ
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| Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District |
| Catherine H. Augustine; John Engberg; Geoffrey E. Grimm; Emma Lee; Elaine Lin Wang; Karen Christianson; Andrea A. Joseph
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| 发表日期 | 2018
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| 出版年 | 2018
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| 页码 | 132
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| 语种 | 英语
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| 结论 |
Effects of the Pursuing Equitable and Restorative Communities (PERC) program in Pittsburgh Public Schools- Implementation of restorative practices through PERC improved overall school climates, as rated by teachers.
- Implementation of restorative practices reduced the average suspension rate: During the study period, average suspension rates decreased in both PERC and non-PERC schools, but rates decreased more in PERC schools.
- Suspension rates of African American students and of those from low-income families also went down in PERC schools, shrinking the disparities in suspension rates between African American and white students and between low- and higher-income students.
- Academic outcomes did not improve in PERC schools, and actually worsened for grades 6–8.
- Arrest rates among PERC schools did not decrease.
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| 摘要 |
- Given the constraints on teachers' time, emphasize restorative practices that can be woven into the school day.
- Ensure that school leaders understand and can model restorative practices, including by providing mandatory professional development, books and other materials, and coaching on restorative practices.
- Establish a mechanism for school staff to meet at least once per month as a professional learning community on restorative practices.
- Ensure that leaders at the district level can coordinate this work.
- Set, and update, clear expectations regarding the use of restorative practices.
- Implement data collection systems to collect accurate information on all types of behavioral incidents and remedies.
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| 主题 | Educational Program Evaluation
; Elementary Education
; Minority Students
; Pittsburgh
; Secondary Education
; Social and Emotional Learning
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| URL | https://www.rand.org/pubs/research_reports/RR2840.html
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| 来源智库 | RAND Corporation (United States)
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| 引用统计 |
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| 资源类型 | 智库出版物
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| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/108945
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推荐引用方式
GB/T 7714 |
Catherine H. Augustine,John Engberg,Geoffrey E. Grimm,et al. Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District. 2018.
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