Accessing Restorative Justice Funding in South Carolina Schools
GrantID: 76589
Grant Funding Amount Low: Open
Deadline: Ongoing
Grant Amount High: Open
Summary
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Grant Overview
South Carolina records suspension rates 22 percent above the national average in districts with high concentrations of low-income students, creating a barrier to consistent academic engagement. This pattern appears most acutely in the Midlands and Lowcountry regions where school districts operate with limited counselors per pupil. Restorative justice approaches require specialized training that current staffing levels do not support at scale.
Teachers, social workers, and academic researchers in these districts face constraints when attempting to implement structured conflict resolution programs. State disciplinary data indicate that Black students receive out-of-school suspensions at 3.2 times the rate of White students, a disparity concentrated in 28 specific districts. Individuals seeking to address these patterns must first document access to longitudinal suspension records maintained by the South Carolina Department of Education.
Grant applicants must present credentials in education research or psychology and submit a county-level analysis of current suspension trends. Requirements include memoranda of understanding with at least one district in the I-95 corridor or the Charleston metro area. Projects lacking pre-existing relationships with juvenile justice agencies receive lower priority.
Unlike North Carolina programs, South Carolina mandates explicit linkage to state accountability metrics because the Education Accountability Act ties funding formulas to behavioral indicators. Successful proposals therefore include quarterly reporting aligned with the state's school report card system.
Who Should Apply in South Carolina
Eligibility requires evidence of prior work with South Carolina public schools on discipline policy. Applicants submit detailed implementation calendars that specify training modules for staff and data collection protocols using district student information systems. Preference goes to projects that target middle schools in the Pee Dee region where chronic absenteeism compounds suspension effects.
Fit assessment examines whether the research design can isolate program effects from existing state interventions. Individuals with experience analyzing South Carolina-specific datasets, such as those from the Education Oversight Committee, demonstrate stronger alignment than those relying solely on national models.
Eligible Regions
Interests
Eligible Requirements
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