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A Study of the Influence of the Restorative Justice Model on Out-of-School Suspensions in a Large Urban School District.

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Date Issued:
2018
Abstract/Description:
The purpose of this quantitative study was to investigate whether the Restorative Justice model influenced the number of days that students were suspended out-of-school or the number of out-of-school suspension incidents. In addition, the researcher analyzed whether the Restorative Justice model had different impacts for the subgroups of students qualifying for free and reduced lunch (FRL), English Learners (EL), students qualifying for exceptional student education services (ESE), and three ethnic subgroups (White, Black, and Hispanic) in an urban school district in Central Florida for the sixth-, seventh-, and eighth-grade students for the seven school years from 2010-2011 to 2016-2017. Primary data analysis strategies were descriptive statistics and visual analyses utilizing an interrupted time series design. The findings can be helpful in informing decision makers if the Restorative Justice model is having a positive influence on decreasing out-of-school suspension incidents and/or out-of-school suspension days.
Title: A Study of the Influence of the Restorative Justice Model on Out-of-School Suspensions in a Large Urban School District.
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Name(s): Agard, Brian, Author
Johnson, Jerry, Committee Chair
Doherty, Walter, Committee Member
Baldwin, Lee, Committee Member
Larsen, James, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2018
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this quantitative study was to investigate whether the Restorative Justice model influenced the number of days that students were suspended out-of-school or the number of out-of-school suspension incidents. In addition, the researcher analyzed whether the Restorative Justice model had different impacts for the subgroups of students qualifying for free and reduced lunch (FRL), English Learners (EL), students qualifying for exceptional student education services (ESE), and three ethnic subgroups (White, Black, and Hispanic) in an urban school district in Central Florida for the sixth-, seventh-, and eighth-grade students for the seven school years from 2010-2011 to 2016-2017. Primary data analysis strategies were descriptive statistics and visual analyses utilizing an interrupted time series design. The findings can be helpful in informing decision makers if the Restorative Justice model is having a positive influence on decreasing out-of-school suspension incidents and/or out-of-school suspension days.
Identifier: CFE0007144 (IID), ucf:52325 (fedora)
Note(s): 2018-08-01
Ed.D.
Education and Human Performance, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): Restorative Justice -- School Discipline -- Alternative to Suspension -- Suspension Disparities
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007144
Restrictions on Access: public 2018-08-15
Host Institution: UCF

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