COMMITTEE CHAIR: Dr. Stella Smith

TITLE: THE IMPACT OF RESTORATIVE DISCIPLINE PRACTICES ON THE BEHAVIOR AND ACADEMIC PERFORMANCE OF STUDENTS IN A DISCIPLINE ALTERNATIVE EDUCATION PROGRAM (DAEP)

ABSTRACT: This study will examine the impact of implementing restorative practices on the behavior and academic performance of students in a Discipline Alternative Education Program (DAEP), framed by Labeling Theory, with primary deviance (initial rule-breaking), secondary deviance (subsequent rule-breaking framed by society’s reaction), stigma, and self-fulfilling prophecy as the key focus areas. Utilizing a quantitative research design, data will be collected from student records, including behavioral infractions and academic performance indicators, both prior to and following the implementation of restorative practices. The research literature suggests that statistical analyses will show a significant reduction in cases of secondary deviance, indicating that restorative practices could positively address and reduce the escalation of rule-breaking behaviors after initial infractions. It is expected that the findings will demonstrate a decrease in stigma and its negative consequences, as reflected in improved academic outcomes and lower recidivism (repeat offender) rates. These projected outcomes are anticipated to disrupt the cycle of labeling and self-fulfilling prophecy, offering a more constructive and holistic approach to student discipline in DAEP settings. As a result, students in these settings are likely to show improved discipline concerns, attendance rates, and STAAR results, suggesting that restorative practices may be an effective tool in reshaping the educational trajectories of at-risk youth. Furthermore, the marginalized educational trajectories for Black and Hispanic students are expected to improve, thereby challenging the notion of the “school-to-prison” pipeline. The punitive nature of placement in disciplinary alternative schools, along with the strong law enforcement presence in these environments, has been suggested as a potential factor contributing to the “school-to-prison” pipeline (Vanderhaar, Munoz, and Petrosko 2015). This study aims to highlight the potential of restorative practices to foster positive behavioral and academic changes, contributing to a deeper understanding of effective methods and their implications for future educational policy and practice.

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Meeting ID: 946 5624 3907
Passcode: 417921