Quantifiable Improvements through Restorative Justice

Since we began instilling Restorative Practices at Randolph Academy, we have seen a remarkable reduction in the number of negative incidents among students, as well as a substantial improvement in a variety of academic performance metrics.  These include:

  • Attendance: Increased 9%
  • Discipline Referrals: Decreased 40%
  • Fights: Decreased 96%
  • Suspensions-Decreased 40%

Proven Academic Achievement

From 2015 to 2018, our students achieved passing rates on their New York State Regents Exams that consistently outpaced our statewide averages for Students With Disabilities (SWD) in every subject but one. In fact, their passing rates in ELA, Algebra, Global Studies and U.S. History were roughly double those of the state’s average SWD scores. Our students’ science scores also regularly outperformed their statewide counterparts by as much as 10%.

academic achievement

Social and Emotional Learning

Studies have shown that Social and Emotional Learning (SEL) approaches produce substantially better outcomes than traditional methods. Some of these include Better Academic Performance (an average of 11 points higher on students’ achievement scores), Improved Attitudes and Behaviors, Fewer Negative Behaviors and Reduced Emotional Distress.

SEL has also been shown to benefit students of all ages in numerous areas. In a 2017 study published in the journal Child Development, more than 97,000 students between the ages of six months to 18 years were observed in 82 separate programs (including 38 outside of the U.S.). Among the outcomes were significant increases in academic performance (up 13%), SEL skills (up 9%), attitudes (up 5%) and positive social behaviors (up 5%); simultaneously, they generated meaningful decreases in the numbers of conduct problems, emotional distress and drug use (6% for each).

table showing behaviour and performance improvements
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405–432.
outcome and flow of success
Taylor, R. D., Oberle, E., Durlak, J. A. and Weissberg, R. P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Dev, 88: 1156–1171. Slide content CASEL 2018.