Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/314597 
Year of Publication: 
2025
Series/Report no.: 
IZA Discussion Papers No. 17700
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
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) – focused 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% decrease in out-of-school arrests, consistent with RP substantively changing student behavior.
Subjects: 
restorative practices
school discipline
human capital
restorative justice
behavior
classroom management
JEL: 
I21
I24
J18
Document Type: 
Working Paper

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