From Retributive to Restorative: An Alternative Approach to Justice in Schools
研究芝加哥公立学校采用修复性实践（RP）的效果，发现停学和逮捕减少，尤其对黑人学生影响显著，且未导致学业成绩下降，表明RP能实质改变学生行为。
School districts historically approached conflict resolution from the perspective that suspending disruptive students was necessary to protect their classmates, even if this caused harm to perceived offenders. Restorative practices (RP)—focusing on reparation, accountability, and shared ownership of disciplinary justice—are designed to address undesirable behavior without harming students. We study Chicago Public Schools’ adoption of RP and find that suspensions and arrests decreased, driven by effects for Black students. We find null effects on test score value added, ruling out meaningful average declines. We estimate a 15 percent decrease in out-of-school arrests, consistent with RP substantively changing student behavior.