Use rigorous formative studies to refine the RJ framework and document outcomes before scaling¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

In the conclusion, the article reports that most interviewed experts wanted "rigorous formative studies to refine the framework and document the outcomes of RJ in schools," and offers the brief's categorized research questions as a starter set for foundations, the federal government, and the research community. It notes randomized controlled trials of RJ programs, including a RAND field trial in Maine middle schools and National Institute of Justice awards, are already funded, so more rigorous evidence of impact is forthcoming.

Design Implications¶

Context¶

Requirements¶

• Researchers need to understand and be trained in RJ before going into a school to study it

Constraints¶

• The article notes much about RJ in schools still needs to be examined, researched, or evaluated despite forthcoming RCT evidence

Target Learners¶

• K–12 school communities implementing RJ

Target Learning Goals¶

• building an empirical evidence base on RJ implementation and outcomes

Claims¶

• Many district and school data systems do not track restorative justice efforts or outcomes for students exposed to RJ processes [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Hurley, N., Guckenburg, S., Persson, H., Fronius, T., & Petrosino, A. (2015). What Further Research is Needed on Restorative Justice in Schools? WestEd. https://eric.ed.gov/?id=ED559727