The Impact Of Restorative Discipline Practices On The Behavior And Academic Performance Of Students In A Discipline Alternative Education Program (Daep)

Author

Carlotta Jenkins-Allen, Prairie View A&M University

Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Discipline

Education Leadership

Abstract

This study examined the impact of implementing restorative practices on the behavior and academic performance of students in a Disciplinary Alternative Education Program (DAEP), using Labeling Theory as the guiding framework. Key constructs from the theory, including primary deviance, secondary deviance, stigma, and the self-fulfilling prophecy, informed the analysis. Employing a quantitative, quasi-experimental design, the study analyzed archival data from student records, including disciplinary referrals, attendance, and STAAR performance in Algebra I, English I, and English II, across two academic years, 2021–2022 for Traditional DAEP and 2022–2023 for Restorative DAEP.

The findings revealed a statistically significant reduction in disciplinary referrals among students who participated in the Restorative DAEP, indicating that restorative practices may interrupt the progression from primary to secondary deviance. Although no statistically significant differences were found in academic performance or attendance, a notable interaction effect between race and discipline type was observed in English II scores, where Black students in the Restorative DAEP outperformed their counterparts in the Traditional model, while Hispanic students performed better in the Traditional DAEP. These findings suggest that the effectiveness of restorative practices may vary by subgroup and highlight the importance of culturally responsive implementation.

The results supported the core assertion of Labeling Theory: reducing stigmatizing labels through restorative practices may lower recidivism and promote student reintegration. Although academic improvements were not statistically significant, the behavioral outcomes suggest restorative practices can disrupt cycles of deviance and exclusion often experienced by at-risk youth. The study also contributes to the discourse on the school-to-prison pipeline, particularly for Black and Hispanic students, whose educational trajectories have historically been marginalized. As noted by Vanderhaar et al. (2015), the punitive nature of alternative school placements, coupled with heightened law enforcement presence, reinforces exclusionary patterns that restorative models aim to dismantle. In sum, this study provides empirical support for the behavioral benefits of restorative practices in alternative education settings and underscores their potential role in promoting equity, mitigating stigma, and informing future discipline policy restructuring.

Keywords: Restorative Practice, DEAP, attendance, STAAR exams, deviance, discipline referrals, restorative circles

Committee Chair/Advisor

Stella Smith

Committee Member

Douglas Hermond

Committee Member

William Parker

Committee Member

Joahanne Thomas-Smith

Publisher

Prairie View A&M University

Rights

Date of Digitization

09/29/2025

Contributing Institution

J. B . Coleman Library

City of Publication

Prairie View

MIME Type

Application/PDF

Recommended Citation

Jenkins-Allen, C. (2025). The Impact Of Restorative Discipline Practices On The Behavior And Academic Performance Of Students In A Discipline Alternative Education Program (Daep). Retrieved from https://digitalcommons.pvamu.edu/pvamu-dissertations/123