School-based Restorative Practices and Students' Academic Outcome
Studying the Relationship between Restorative Practices and Academic Outcomes
Our Partnership
How are students' test scores and attendance impacted by their participation in restorative practices? A quantitative, longitudinal study drawing on the expertise of DU's Yolanda Anyon and researchers from the University of Missouri at Columbia sought to answer this question to better inform disciplinary practices in public schools. We believe the research and ingenuity generated through collaborations like this are essential as we work to influence policy and improve educational outcomes.
About Our Research
We leverage cross-institutional collaboration to address some of today’s most pressing challenges, producing interdisciplinary solutions that influence policymakers to effectively serve the public good. From Stanford to UChicago to NYU, we’ve refined our collaborative process through years of mutually beneficial relationships with institutions nationwide to understand and address challenges like climate change, HIV and youth homelessness.
DU’s current research efforts have been featured in news outlets like The New York Times. They include…
- exploring the effects of felony disenfranchisement.
- employing lasers as the medium for quantum science.
- using theatre to heal and rehabilitate inmates.
About the Study
The collaborative study used statistical modeling of administrative (secondary) data from Denver Public Schools about all students with discipline incidents in grades K-12. If participation in restorative practices was positively associated with academic outcomes, this evidence could be used to advocate for expanded implementation of this approach to discipline in schools.
With funding and support from Denver Public Schools, this partnership between the University of Denver and the University of Missouri at Columbia advances understanding of discipline's effectiveness in grade school and the benefits of restorative practices.