从惩罚性到恢复性：学校正义的另一种路径
From Retributive to Restorative: An Alternative Approach to Justice in Schools
American Economic Review · 2025 · [{"name": "Anjali Adukia", "affiliation": ["Center for Economic and Policy Research"]}, {"name": "Benjamin Feigenberg", "affiliation": ["University of Illinois Chicago"]}, {"name": "Fatemeh Momeni", "affiliation": ["University of Chicago"]}]
中文摘要
学区历史上处理冲突的方式基于这样一种观点：停学扰乱课堂秩序的学生对于保护其同学是必要的，即便这会对被视为违规者的学生造成伤害。修复性实践（RP）——侧重于补偿、问责和对纪律正义的共同承担——旨在处理不良行为的同时不伤害学生。本文研究芝加哥公立学校采纳修复性实践的情况，发现停学和逮捕减少，这一效应主要由黑人学生驱动。本文发现其对考试成绩增值的效应为零，从而排除了平均意义上的实质性下降。本文估计校外逮捕减少了15%，这与修复性实践实质性改变学生行为的结论相一致。（JEL D63, D74, D91, I21, I28, J15, J16）
Abstract
School districts historically approached conflict resolution from the perspective that suspending disruptive students was necessary to protect their classmates, even if this caused harm to perceived offenders. Restorative practices (RP)—focusing on reparation, accountability, and shared ownership of disciplinary justice—are designed to address undesirable behavior without harming students. We study Chicago Public Schools’ adoption of RP and find that suspensions and arrests decreased, driven by effects for Black students. We find null effects on test score value added, ruling out meaningful average declines. We estimate a 15 percent decrease in out-of-school arrests, consistent with RP substantively changing student behavior. (JEL D63, D74, D91, I21, I28, J15, J16)