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Title
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Restorative Interventions and School Discipline Sanctions in a Large Urban School District
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Abstract/Description
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A large urban district (N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records (n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in school discipline practices are noted.
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Date
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2016
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In publication
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American Educational Research Journal
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Volume
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53
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Issue
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6
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Pages
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1663-1697
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Language
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en
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Open access/full-text available
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en
Yes
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Peer reviewed
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en
Yes
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ISSN
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0002-8312
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Citation
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Anyon, Y., Gregory, A., Stone, S., Farrar, J., Jenson, J. M., McQueen, J., Downing, B., Greer, E., & Simmons, J. (2016). Restorative Interventions and School Discipline Sanctions in a Large Urban School District. American Educational Research Journal, 53(6), 1663–1697. https://doi.org/10.3102/0002831216675719
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