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Date: November 22, 2024 Fri

Time: 12:20 pm

Results for education

63 results found

Author: Sullivan, Elizabeth

Title: Deprived of Dignity: Degrading Treatment and Abusive Discipline in New York City and Los Angeles Public Schools

Summary: This report examines degrading treatment and abusive disciplinary measures experienced by students of color from low-income communities in public schools in New York City and Los Angeles. It documents this destructive school culture through the lens of human rights.

Details: New York: National Economic and Social Rights Initiative, 2007. 62p.

Source:

Year: 2007

Country: United States

URL:

Shelf Number: 116295

Keywords:
Child Abuse and Neglect
Child Maltreatment
Education
Human Rights

Author: Winterfield, Laura

Title: The Effects of Postsecondary Correctional Education: Final Report

Summary: Increasing educational proficiency has shown promise as one strategy for assisting inmates in finding gainful employment after release and ending their involvement with the criminal justice system. This report examines the effect of prison-based postsecondary education (PSE) on offenders both while incarcerated and after release. In three state, prisoners who participated in PSE were less likely to recidivate during the first year after release.

Details: Washington, DC: Urban Institute, Justice Policy Center, 2009. 42p.

Source:

Year: 2009

Country: United States

URL:

Shelf Number: 116311

Keywords:
Correctional Education
Education
Prisoners

Author: Brazier, Laura

Title: Developing Literacy, Language and Numeracy Provision for Young People Under 18 in Custody: Literature Review

Summary: This literature review forms part of a wider research project about developing education and training for young people in the juvenile secure estate (U.K). The review explores three areas: what we know about best teaching and learning practice, what works with this group of young learners and literature examining the perspectives of key stakeholders, primarily young people.

Details: Reading, UK: CfBT Education Trust, 2007. 79p.

Source:

Year: 2007

Country: United Kingdom

URL:

Shelf Number: 113478

Keywords:
Education
Juvenile Inmates

Author: Belfield, Clive R.

Title: High School Dropouts and the Economic Losses from Juvenile Crime in California

Summary: This paper estimates the economic loss from juvenile crime associated with not completing high school before age 18. Using results from three separate studies and applying their results for California, it finds the annual juvenile crime loss associated with high school dropouts at $1.1 billion. Finally, it compares the losses from juvenile crime with the costs of improving the education system and calculates that savings in juvenile crime along will offset approximately 16% of the costs of providing these interventions.

Details: Santa Barbara, CA: Gevirtz Graduate School of Education, University of California, Santa Barbara, 2009. 55p.

Source: California Dropout Research Project Report #16

Year: 2009

Country: United States

URL:

Shelf Number: 116680

Keywords:
Cost-Benefit Analysis
Costs of Crime
Education
High School Dropouts
Juvenile Crime

Author: Lochner, Lance

Title: Education Policy and Crime

Summary: This paper discusses the relationship between education and crime from an economic perspective, developing a human capital-based model that sheds light on key ways in which early childhood programs and policies that encourage schooling may affect both juvenile and adult crime. The paper first discusses evidence on the effects of educational attainment, school quality, and school enrollment on crime. Next, the paper discusses evidence on the crime reduction effects of preschool programs like Perry Preschool and Head Start, school-age programs that emphasize social and emotional development, and job training programs for low-skill adolescents and young adults. Finally, the paper concludes with a broad discussion of education policy and its potential role as a crime-fighting strategy.

Details: Cambridge, MA: National Bureau of Economic Research, 2010. 50p.

Source: NBER Working Paper Series; Working Paper 15894

Year: 2010

Country: United States

URL:

Shelf Number: 118427

Keywords:
Crime Prevention
Early Childhood Education
Education
Head Start
Pre-School Programs
Schools

Author: Machin, Stephen

Title: The Crime Reducing Effect of Education

Summary: This paper presents evidence on empirical connections between crime and education, using various data sources from Britain. A robust finding is that criminal activity is negatively associated with higher levels of education. However, it is essential to ensure that the direction of causation flows from education to crime. Therefore, the study identifies the effect of education on participation in criminal activity using changes in compulsory school leaving age laws over time to account for the endogeneity of education. In this causal approach, for property crimes, the negative crime-education relationship remains strong and significant. The implications of these findings are unambigous and clear. They show that improving education can yield significant social benefits and can be a key policy tool in the drive to reduce crime.

Details: Bonn, Germany: Institute for the Study of Labor (IZA), 2010. 35p.

Source: Internet Resource; IZA Discussion Paper No. 5000

Year: 2010

Country: United Kingdom

URL:

Shelf Number: 118788

Keywords:
Education
Education and Crime

Author: Leone, Peter

Title: Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems

Summary: Children and youth involved in the child welfare and juvenile justice systems, like all children, deserve a quality education that allows them to develop the skills and competencies necessary for them to become productive adults. Regrettably, this is infrequently the case. Many of these children and youth leave school without a regular diploma, and still others graduate without the academic skills and social-emotional competencies that constitute twenty-first learning skills. School-related problems are similar for students in both systems, which frequently serve the same children and youth. This paper explores the work that is being done in each system to better meet the educational needs of students within each system and those who are known to both - so-called crossover youth. The paper further challenges the two systems to think more holistically about how to operate in a seamless manner in meeting those needs.

Details: Washington, DC: Center for Juvenile Justice Reform, Georgetown University, 2010. 65p.

Source: Internet Resource: Accessed March 13, 2018 at: http://www.aecf.org/m/resourcedoc/CJJR-AddressingtheUnmetEducationalNeeds-2010.pdf

Year: 2010

Country: United States

URL:

Shelf Number: 118680

Keywords:
Child Welfare Agencies
Correctional Education, Juveniles
Education
Juvenile Delinquents
Juvenile Offenders

Author: Sabates, Ricardo

Title: Educational Inequality and Juvenile Crime: An Area Based Analysis

Summary: This study considers the influence of one form of relative deprivation on crime, namely educational inequality. This is examined through an area-based analysis of the relationship between juvenile conviction rates for a range of offences and educational inequality based on maths Key Stage 3 scores in English local education authorities (LEAs). Using aggregate area-level information from three cohorts of young people (born between 1983 and 1985) within each area, and controlling for other variables which might be supposed to have an effect on juvenile crime rates, we found that there is evidence of a relationship between educational inequality and juvenile conviction rates for violent crime within local areas (significant at the 10% level). There is a further relationship between educational inequality and racially motivated crime (significant at the 5% level). There was no significant relationship between our cohort-based measures of educational inequality and property-related crime.

Details: London: Centre for Research on the Wider Benefits of Learning, 2008. 29p.

Source: Internet Resource: Wider Benefits of Learning Research Report No. 26: Accessed October 9, 2010 at: http://www.learningbenefits.net/Publications/ResReps/ResRep26.pdf

Year: 2008

Country: United Kingdom

URL: http://www.learningbenefits.net/Publications/ResReps/ResRep26.pdf

Shelf Number: 119906

Keywords:
Education
Educational Inequality
Juvenile Offenders
Socioeconomic Status

Author: Lochner, Lance

Title: Non-Productoin Benefits of Education: Crime, Health, and Good Citizenship

Summary: Economists have long recognized and measured the e®ect of education on an individual's own lifetime earnings. More recently, attention has been paid to the effects of education on other personal and social outcomes, such as criminal behavior, health and mortality, and voting and democratic participation. A growing body of work suggests that education offers a wide-range of benefits that extend beyond increases in labor market productivity. Improvements in education can lower crime, improve health, and increase voting and democratic participation. This paper reviews recent developments on these ‘non-production’ benefits of education with an emphasis on contributions made by economists.

Details: Cambridge, MA: National Bureau of Economic Research, 2011. 99p.

Source: Internet Resource: NBER Working Paper Series, Working Paper 16722: Accessed February 1, 2011 at: http://www.nber.org/papers/w16722.pdf?new_window=1

Year: 2011

Country: United States

URL: http://www.nber.org/papers/w16722.pdf?new_window=1

Shelf Number: 120644

Keywords:
Economics and Crime
Education

Author: DeGusti, Berenice

Title: An In-Depth Examination of School Investment and Extracurricular Activities by a Youth Offender Cohort

Summary: The findings from the first year of a study called "A Profile of Youth Offenders in Calgary: An Interim Report" conducted by CRILF in 2007 and released in 2008, examined youth offending trends in Calgary for 2006, compared the criminal histories of 42 Serious Habitual Offenders (SHOs) to a matched sample of 42 non-SHOs, and closely examined the profiles of 123 youth who had various levels of contact with the youth justice system. The results generated a number of further questions regarding school investment and leisure activities. Specifically, the objectives of this study are to: (1) Elaborate on why youth who are more seriously involved with the youth justice system demonstrate less investment in school than others. (2) Elaborate on why youth who are more seriously involved in the youth justice system are less likely to participate in family and extracurricular leisure activities than youth less involved with the justice system. The primary purpose of this report is to provide additional information regarding school and leisure patterns revealed in the interim report. A number of additional quantitative and qualitative variables produced from interviews and probation file reviews of the youth cohort but not used in the initial report were identified and analyzed in order to answer additional questions posed by the patterns observed in the first year of the study.

Details: Calgary, Alberta: Canadian Research Institute for Law and the Family, 2008. 51p.

Source: Internet Resource: Accessed February 18, 2011 at: http://people.ucalgary.ca/~crilf/publications/Final_Report-Youth_Offender_School_Investment_and_Extrac.pdf

Year: 2008

Country: Canada

URL: http://people.ucalgary.ca/~crilf/publications/Final_Report-Youth_Offender_School_Investment_and_Extrac.pdf

Shelf Number: 120817

Keywords:
Education
Juvenile Offenders
Leisure Activities

Author: Klima, T.

Title: What Works? Targeted Truancy and Dropout Programs in Middle and High School

Summary: In 2008, the Washington State Institute for Public Policy was directed by the Legislature to study various aspects of truancy. In the following report, we focus on findings regarding evidence-based practices for truancy reduction and dropout prevention among middle and high school students. Programs implemented by schools, courts, and law enforcement agencies were considered. Based on a national review of the literature, we conclude that:  There are few rigorous studies evaluating the effects of targeted truancy and dropout programs on at-risk students. In this analysis, only 22 (out of 200) studies met our criteria for rigor.  Overall, targeted programs for older student populations make small positive impacts on (1) dropping out, (2) achievement, and (3) presence at school (attendance/enrollment).  When programs are divided based on their central focus or modality, alternative educational programs (e.g., schools -- within-schools) and mentoring programs are found to be effective.  Specifically, Career Academies — an alternative program model that offers a strong career and technical focus — positively impact all three outcomes, as well as high school graduation.  Alternative schools — separate buildings with specialized academic and other services for atrisk students — have a small negative effect on dropping out: more at-risk students drop out of alternative schools than other educational programs. Additional research is required to better understand this finding.  Only one rigorous court-based program evaluation was located; thus, this analysis cannot inform court policy or practices. Because of the key role of the juvenile courts in addressing truancy in many states, additional well-designed studies are imperative.

Details: Olympia, WA: Washington State Institute for Public Policy, 2009. 20p.

Source: Internet Resource: Accessed April 1, 2011 at: http://www.wsipp.wa.gov/rptfiles/09-06-2201.pdf

Year: 2009

Country: United States

URL: http://www.wsipp.wa.gov/rptfiles/09-06-2201.pdf

Shelf Number: 121213

Keywords:
Education
Juvenile Court
Juvenile Offenders
Mentoring
School Dropouts
Truancy

Author: Moss, Kary

Title: Reclaiming Michigan's Throwaway Kids: Students Trapped in the School to Prison Pipeline

Summary: This report documents the disproportionate suspensions of public students of African descent in a significant number of school districts throughout Michigan. The school-to-prison pipeline problem experienced by these students and others is due in significant part to the following: a.) Lack of universal access to quality education; b.) Institutional obstacles that limit educational opportunities of children enrolled in school; c.) The loss of educational opportunities by large numbers of students because competing institutional concerns displace consideration of what is in the best interest of the child; d.) Sometimes insurmountable obstacles to restoration of lost educational opportunities; e.) The criminalization of students who lose their educational opportunities. These problems are manifested in the following specific ways: Access to Education • Children have no “right” to an education. Michigan’s constitution [Art. 8, Section 2] requires only that the state “maintain and support” a system of free schools in a nondiscriminatory manner. By contrast, the constitutions of more than 30 states require, in some form, that the state provide all children with a quality education. Michigan is one of only eleven states that fail to give students a right to a quality or adequate education. Thus, when Michigan’s racially disparate suspension and expulsion patterns and other factors remove large numbers of children from the educational system many have no prospects for access to additional education or the means to re-enter the educational system. Institutional Threats to Educational Opportunities • Michigan’s “zero tolerance” expulsion law is broader in scope than federal law requires, and it increases the chances of expulsion for all students, including students of African descent who are already expelled at high rates. The impact of this law on expulsion rates is compounded when administrators decline to exercise permissible discretion when considering whether the law’s harsh penalties are appropriate. • The absence of uniform procedural guidelines for suspensions and expulsions has sometimes resulted in failure to provide adequate opportunities for accused students to be heard and to otherwise defend themselves against accusations of misconduct. • The absence of safeguards against cultural misunderstanding, cultural ignorance and cultural conflict that account to some extent for disproportionate discipline of black students. • Some school districts’ failure to comply with laws that require evaluation and/or treatment of students with disabilities prior to suspension or expulsion. • Mechanical application of rules leading to suspension and expulsion without use of discretion or individualized consideration of circumstances that indicate that exclusion of certain children from school is inappropriate. Loss of Educational Opportunities • In a significant number of Michigan school districts, students of African descent are suspended and expelled at rates that are disproportionately high relative to their representation in the school population. In contrast, white students tend to be disciplined at rates that are proportionate to their numbers, or disproportionately less than their representation in the school population. • Many students who are suspended longterm, or who are expelled drop out of school altogether. Obstacles to Restoration of Lost Educational Opportunities • The process for readmission to school after expulsion is complex and may present insurmountable obstacles to low-income families that lack the wherewithal to prepare and timely submit required petitions. • Many students who have been suspended long-term or expelled have no alternative opportunities for learning or other productive activities. A 1985 Attorney General’s opinion that concluded that school districts are not required to establish or maintain alternative education programs has apparently contributed to confusion about whether, when and by whom these programs should be established. Nevertheless, Michigan’s statutory framework suggests that in some way, the state is responsible for providing alternative education opportunities to students who are excluded from school for extended periods of time. The Criminalization of Students • When school administrators refer some student discipline matters to law enforcement agencies, there is a consequent criminalization of many students whose offenses would otherwise have been dealt with entirely by school officials. • The growing presence in schools of “school resource officers,” and police personnel generally has resulted in not only arrests of students on school premises, but also incidents of police misconduct on school grounds. • It costs the state more to maintain a prisoner than it does to educate a student. This results in not only an immediate financial loss, but a long-term loss of the productive capacity of former students.

Details: Detroit: American Civil Liberties Union of Michigan, 2009. 76p.

Source: Internet Resource: Accessed April 21, 2011 at: http://www.aclumich.org/sites/default/files/file/reclaimingmichigansthrowawaykids.pdf

Year: 2009

Country: United States

URL: http://www.aclumich.org/sites/default/files/file/reclaimingmichigansthrowawaykids.pdf

Shelf Number: 121473

Keywords:
Delinquency Prevention (Michigan)
Education
Racial Disparities
School Crime
School Discipline
School Resource Officers
School Suspensions
Student Expulsion
Zero Tolerance

Author: National Association for the Advancement of Colored People (NAACP)

Title: Misplaced Priorities: Over Incarcerate, Under Educate

Summary: For 102 years, the National Association for the Advancement of Colored People (NAACP) has played a pivotal role in shaping a national agenda to ensure the political, educational, social, and economic equality of African Americans and others who face a history of discrimination in the United States. In this new report, Misplaced Priorities: Over Incarcerate, Under Educate, NAACP researchers assembled data from leading research organizations and profiled six cities to show how escalating investments in incarceration over the past 30 years have undermined educational opportunities. Misplaced Priorities represents a call to action for public officials, policymakers, and local NAACP units and members by providing a framework to implement a policy agenda that will financially prioritize investments in education over incarceration, provide equal protection under the law, eliminate sentencing policies responsible for over incarceration, and advance public safety strategies that effectively increase healthy development in communities. Misplaced Priorities echoes existing research on the impact excessive prison spending has on education budgets. Over the last two decades, as the criminal justice system came to assume a larger proportion of state discretionary dollars nationwide, state spending on prisons grew at six times the rate of state spending on higher education. In 2009, as the nation plummeted into the deepest recession in 30 years, funding for K–12 and higher education declined; however, in that same year, 33 states spent a larger proportion of their discretionary dollars on prisons than they had the year before.

Details: Baltimore, MD: NAACP, 2011. 57p.

Source: Internet Resource: April 25, 2011 at: http://naacp.3cdn.net/01d6f368edbe135234_bq0m68x5h.pdf

Year: 2011

Country: United States

URL: http://naacp.3cdn.net/01d6f368edbe135234_bq0m68x5h.pdf

Shelf Number: 121488

Keywords:
Costs of Criminal Justice
Education
Minority Groups
Prison Expenditures
Prisoners
Race/Ethnicity
Racial Discrimination

Author: Sum, Andrew

Title: The Consequences of Dropping Out of High School: Joblessness and Jailing for High School Dropouts and the High Cost for Taxpayers: 22% Daily Jailing Rate for Young Black Men Who Drop Out of High School

Summary: The economic, social, and moral case for addressing the nation’s existing high school dropout problems was made in a report titled Left Behind in America: The Nation’s Dropout Crisis. This report called upon the U.S. Congress and the Obama Administration to enact legislation to support programs at the local and state level to re-enroll existing high school dropouts to enable them to improve their academic achievement skills, obtain their high school diplomas or their equivalents, and bolster their employability through work experience and training. The nation’s young dropouts experience a wide array of labor market, earnings, social and income problems that exacerbate their ability to transition to careers and stable marriages from their mid-20s onward. This new research paper was prepared to outline the employment, earnings, incarceration, teen and young adult parenting experiences and family incomes of the nation’s young adult high school dropouts and their better educated peers in 2006 to 2008. Young high school dropouts confront a number of labor market problems in their late teens and early 20's. They are less likely to be active labor force participants than their better educated peers, and they frequently experience considerably higher unemployment rates when they do seek work. As a consequence, they are much less likely to be employed than their better educated peers across the nation, and gaps typically widen as national labor markets deteriorate such as during the current recession. The employment rates of the nation’s 16-24 year old, out-of-school youth by their educational attainment in 2008 are displayed in Chart These estimated employment rates are annual averages. Slightly less than 46 percent of the nation’s young high school dropouts were employed on average during 2008. This implies an average joblessness rate during 2008 of 54% for the nation for young high school dropouts. Their employment rate was 22 percentage points below that of high school graduates, 33 percentage points below that of young adults who had completed 1-3 years of post-secondary schooling, and 41 percentage points below that of their peers who held a four year college degree. Young high school dropouts were only about one-half as likely to be working as those youth holding a bachelor’s or higher degree in 2008.

Details: Boston, MA: Center for Labor Market Studies, Northeastern University, 2009. 16p.

Source: Internet Resource: Accessed April 29, 2011 at: http://www.clms.neu.edu/publication/documents/The_Consequences_of_Dropping_Out_of_High_School.pdf

Year: 2009

Country: United States

URL: http://www.clms.neu.edu/publication/documents/The_Consequences_of_Dropping_Out_of_High_School.pdf

Shelf Number: 121577

Keywords:
Delinquency Prevention
Education
School Dropouts
Socioeconomic Status

Author: Vermeire, Diana Tate

Title: Balancing the Scales of Justice: An Exploration into How Lack of Education, Employment, and Housing Opportunities Contribute to Disparities in the Criminal Justice System

Summary: At a time of growing need, California continues to slash basic safety net programs and underfund public education and other critical services. The state’s criminal justice system, however, does not turn anyone away. It has evolved into society’s catchall institution. As a result, California’s criminal justice system has experienced historic growth and a correlating mass incarceration of racial and ethnic minorities over the past 30 years. Consequently, people of color are disproportionately represented in the criminal justice system, and the number of women in the criminal justice system is increasing at a disproportionate rate. Systemic bias within the criminal justice system contributes to this disproportionality, but it is not the sole cause of the expansion of the system and the disparities within the system. Instead, the racial, ethnic, and gender disparities found within our criminal justice system are created in part by external socio-economic factors. External socio-economic factors, including adequate educational, employment, and housing opportunities, protect privileged individuals from contact with the criminal justice system. However, for those living in concentrated areas of poverty, especially racial and ethnic minorities, lack of access to basic necessities such as quality education, employment, and housing, increases the likelihood of criminal justice system contact. Moreover, the interventions meant to address socio-economic inequities are failing and as a result the criminal justice system is assuming the responsibilities of these failed governmental programs and agencies. With significant budget cuts for all social service institutions, the number of individuals served and the scope of available services continues to decrease. Socio-economic inequities contribute to disparities in the criminal justice system. Yet, due to a lack of data and research, it is impossible to measure the force and impact of these external factors on criminal justice system involvement and the extent to which they exacerbate the systemic and institutional bias and racism within the criminal justice system.

Details: San Francisco: ACLU of Northern California and the W. Haywood Burns Institute, 2010. 23p.

Source: Internet Resource: Accessed May 10, 2011 at: http://www.aclunc.org/docs/racial_justice/balancing_the_scales_of_justice.pdf

Year: 2010

Country: United States

URL: http://www.aclunc.org/docs/racial_justice/balancing_the_scales_of_justice.pdf

Shelf Number: 121702

Keywords:
Bias
Criminal Justice Systems (California)
Education
Employment
Housing
Minorities
Racial Disparities
Socioeconomic Status

Author: Haskins, Anna R.

Title: The Unintended Consequences of Mass Imprisonment: Effects of Paternal Incarceration on Child School Readiness

Summary: Though sociologists have examined the consequences of mass imprisonment of African-American men on the incarcerated men, their families, and their communities, no study has considered its impact on racial disparities in educational achievement. Analyzing the Fragile Families and Child Wellbeing Study and its rich paternal incarceration data, this study asks whether children with fathers who have been in prison are less prepared for school both academically and behaviorally as a result, and whether racial disparities in imprisonment explain some of the gap in white and black children‘s educational outcomes. Using a variety of estimation strategies, I show that experiencing paternal incarceration by age 5 is associated with lower child school readiness in behavioral but not cognitive skills. While the main effect of incarceration does not vary by race, boys with incarcerated fathers in their early childhood years have substantially worse behavioral skills at school entry. Because of the negative effects of incarceration on boys‘ behavioral skills and the much higher exposure of black children to incarceration, mass incarceration facilitates the intergenerational transmission of male behavioral disadvantage, and plays a role in explaining the persistently low achievement of black boys.

Details: Madison, WI: University of Wisconsin-Madison Department of Sociology, 2011. 65p.

Source: Internet Resource: Fragile Families Working Paper: 11-18-FF; Accessed September 24, 2011 at: http://crcw.princeton.edu/workingpapers/WP11-18-FF.pdf

Year: 2011

Country: United States

URL: http://crcw.princeton.edu/workingpapers/WP11-18-FF.pdf

Shelf Number: 122892

Keywords:
Children of Prisoners (U.S.)
Education
Families of Inmates
School Readiness

Author: Advancement Project

Title: Test, Punish, and Push Out: How Zero Tolerance and High-Stakes Testing Funnel Youth Into the School-To-Prison Pipeline

Summary: Our tragically low national high school graduation rates should shock the conscience of every American. Reform is clearly needed, but it should start with the policies and practices that have resulted in millions of children not receiving a full and equal chance to receive a high quality education. While there are many factors that contribute to this sad reality, this report explores the two policies that may pose the most direct threat to the educational opportunities of America’s youth: “zero tolerance” school discipline and high-stakes testing. While they are usually considered separately, these two policies are actually closely related. In fact, zero tolerance and high-stakes testing both share the same ideological roots, and together they have combined to seriously damage the relationships between schools and the communities they serve throughout the country. Rather than helping to provide all students with enriching learning experiences, zero tolerance and high-stakes testing lead to an impoverished education for many young people. Instead of supporting students who are struggling or in need, both needlessly punish young people and limit their opportunities to fulfill their potential and achieve their goals. Together, zero tolerance and high-stakes testing have turned schools into hostile and alienating environments for many of our youth, effectively treating them as dropouts-in-waiting. The devastating end result of these intertwined punitive policies is a “school-to-prison pipeline,” in which huge numbers of students throughout the country are treated as if they are disposable, and are being routinely pushed out of school and toward the juvenile and criminal justice systems. The first section of the report examines the common origins and ideological roots of zero tolerance and high-stakes testing. In the 1980s, a movement began to implement far more punitive policies in both the criminal justice and public education systems. Modern zero tolerance (throughout this report, “zero tolerance” is used as shorthand for all punitive school discipline policies and practices) and high-stakes testing policies are the direct result of that movement. Within criminal justice policy, it was zero tolerance-style policing strategies implemented starting with the “War on Drugs” that led to the massive expansion of the adult prison population. This “get-tough” approach was eventually exported to schools, leading to a huge increase in the police and security presence in schools and far more harsh responses to student behavior. The results have been devastating, as across the country there have been dramatic increases in the use of lengthy out-of-school suspensions, expulsions, referrals to alternative schools, referrals to law enforcement, and school-based arrests. In effect, these policies and practices have blurred the line between the education and criminal justice systems. In public education, the equivalent to the War on Drugs was the crackdown on so-called “failing schools” following the 1983 publication of “A Nation at Risk.” That led to a push for greater school accountability, which came to mean broader use of standardized tests to measure achievement. As with zero tolerance, over time policymakers began using these tests punitively, in this case against both students and educators. The No Child Left Behind Act (NCLB) was both a product of this movement and a catalyst for its growth, as it has ushered in a new wave of inflexible, test-based accountability. Since the passage of NCLB in 2002, both the use of highstakes tests and the severity of the consequences attached to them have risen dramatically, leading to a rapidly dwindling set of opportunities for students who do not score well on these exams. Moreover, this “test and punish” approach has had a devastating effect on the quality of education being offered at many schools. Because of the severe consequences attached to these tests, many schools have been turned into test-prep factories, with narrowed, distorted, and weakened curricula often dominated by mindless drilling, rote memorization exercises, and “teaching to the test.” This has suffocated high-quality instruction, and made it more difficult than ever for teachers to engage students and create authentic and sustained learning. Thus, this “get-tough” approach to accountability has created an education system that increasingly turns students off to learning and teachers off to teaching. Despite substantial evidence of the damage caused by zero tolerance and high-stakes testing and the overwhelming body of research supporting alternative approaches, these policies have spread like wildfire due to their easy political appeal. The promoters and defenders of these policies have used the same, undeniably persuasive arguments grounded in principles of accountability and personal responsibility that many Americans associate with success in other fields, such as business. Indeed, the driving ideology behind both high-stakes testing and zero tolerance comes right out of the corporate playbook, as it is based on the notion that problems are solved and productivity is improved through rigorous competition, uncompromising discipline, constant assessment, performance-inducing incentives, and the elimination of low performers. While these principles may work in the business world, they are simply a bad fit in the context of public education. They are based on faulty assumptions, fail to create real improvement in schools, ensure that large numbers of students will fail academically, and fall far short of the democratic purposes of our public education system. Nevertheless, zero tolerance and high-stakes testing have followed the same path on their way to being frequently – and inappropriately – substituted for meaningful education reform. The second section of the report examines the current state of zero-tolerance school discipline across the country, and includes local, state, and national data. School districts around the country have adopted extraordinarily severe discipline policies and practices in recent years. These punitive measures extend far beyond serious infractions; instead, the vast majority of punitive disciplinary consequences tend to result from relatively minor misbehavior or trivial student actions. In fact, the problem in most cases is not the student, but, rather, the adults who react inappropriately to youthful behavior.

Details: Los Angeles: Advancement Project, 2010. 56p.

Source: Internet Resource: Accessed October 5, 2011 at: http://www.advancementproject.org/sites/default/files/publications/rev_fin.pdf

Year: 2010

Country: United States

URL: http://www.advancementproject.org/sites/default/files/publications/rev_fin.pdf

Shelf Number: 118080

Keywords:
Delinquency Prevention
Education
School Discipline
School Dropouts
Zero Tolerance Policies (Schools)

Author: Sumner, Michael D.

Title: School-Based Restorative Justice as an Alternative to Zero-Tolerance Policies: Lessons from West Oakland

Summary: In this report we examine a pilot restorative justice program at a school that primarily served students of color from low-income families. We document the implementation of the program at Cole Middle School in West Oakland, California, and the observations and perceptions of those who participated in it. We also draw lessons from Cole’s experiences that we hope will be helpful to those interested in implementing school-based restorative justice. Restorative justice is an alternative to retributive zero-tolerance policies that mandate suspension or expulsion of students from school for a wide variety of misbehaviors including possession of alcohol or cigarettes, fighting, dress code violations, and cursing. Although zero-tolerance policies have resulted in substantial increases in student suspensions and expulsions for students of all races, African American and Hispanic/Latino youth are disproportionately impacted by a zero-tolerance approach. Under zero tolerance, suspensions and expulsions can directly or indirectly result in referrals to the juvenile and adult criminal systems where African American and Hispanic/Latino youth are also disproportionately represented. This phenomenon, part of a process that criminalizes students, has been termed the school-to-prison pipeline. Proponents of restorative justice have begun to promote school-based restorative justice as an alternative to zero-tolerance policies. Restorative justice is a set of principles and practices grounded in the values of showing respect, taking responsibility, and strengthening relationships. When harm occurs, restorative justice focuses on repair of harm and prevention of re-occurrence. Although preliminary research suggests that school-based restorative justice reduces violence, school suspensions, expulsions, and referrals to the juvenile and criminal justice systems, little research looks at the impact of restorative justice programs as an alternative to zero-tolerance policies for youth of color. This research seeks to fill that gap. The findings presented in this report are based on a case study of a single school conducted by researchers at the Thelton E. Henderson Center for Social Justice at the University of California, Berkeley, School of Law. Data are drawn from observations, openended interviews and a questionnaire along with statistics collected from published reports from the Oakland Unified School District (OUSD) and the California Department of Education.

Details: Berkeley, CA: Thelton E. Henderson Center for Social Justice, University of California, Berkeley, School of Law, 2010. 40p.

Source: Internet Resource: Accessed on January 26, 2012 at http://www.law.berkeley.edu/files/11-2010_School-based_Restorative_Justice_As_an_Alternative_to_Zero-Tolerance_Policies.pdf

Year: 2010

Country: United States

URL: http://www.law.berkeley.edu/files/11-2010_School-based_Restorative_Justice_As_an_Alternative_to_Zero-Tolerance_Policies.pdf

Shelf Number: 123776

Keywords:
Delinquency Prevention
Education
Racial Disparities
Restorative Justice
School Crime
School Discipline
School Suspensions
Student Expulsion
Zero Tolerance

Author: Poland, Fiona

Title: Stairway Profiles Research: Out of Crime Key Enablement Tools (SPR:OCKET)

Summary: A research study by the University of East Anglia for Broadland District Council to look at effective longer-term reduction of offending. The study examined the concerns and views of a wide range of people and organisations. Case studies demonstrated the long term need for bridging of services through mentoring with mentors to support ex-offenders into education and training.

Details: Norwich, UK: University of East Anglia, 2007. 79p.

Source: Internet Resource: Accessed February 7, 2012 at http://www.broadland.gov.uk/stairway_report.pdf

Year: 2007

Country: United Kingdom

URL: http://www.broadland.gov.uk/stairway_report.pdf

Shelf Number: 124024

Keywords:
Community Justice
Crime Reduction (U.K.)
Education
Mentoring

Author: Sedlak, Andrea J.

Title: Youth's Needs and Services: Findings from the Survey of Youth in Residential Placement

Summary: The Survey of Youth in Residential Placement (SYRP) is the third component in the Office of Juvenile Justice and Delinquency Prevention’s constellation of surveys providing updated statistics on youth in custody in the juvenile justice system. It joins the Census of Juveniles in Residential Placement and the Juvenile Residential Facility Census, which are biennial mail surveys of residential facility administrators conducted in alternating years. SYRP is a unique addition, gathering information directly from youth through anonymous interviews. This bulletin series reports on the first national SYRP, covering its development and design and providing detailed information on the youth’s characteristics, backgrounds, and expectations; the conditions of their confinement; their needs and the services they receive; and their experiences of victimization in placement. This bulletin describes key findings from the first Survey of Youth in Residential Placement about the needs and service experiences of youth in custody. SYRP surveyed youth about their psychological state, substance abuse problems, their needs, and the services their facilities pro-vided to them. Specifically, this bulletin details youth reports regarding: their overall emotional and psychological problems and the counseling they receive in custody; their substance abuse problems prior to entering custody and the substance abuse counseling they receive in their facility; their medical needs and services; their educational background and the educational services the facility provides to them. SYRP’s findings are based on interviews with a nationally representative sample of 7,073 youth in custody during spring 2003, using audio computer-assisted self-interview methodology. Researchers analyzed youth’s answers and assessed differences among subgroups of youth offenders in custody based on their age, gender, and placement program (i.e., detention, corrections, community-based, camp, or residential treatment facilities). When other studies offered corresponding data about youth in the general population, analysts compared these data to the SYRP results for youth in custody. For more information, see the sidebar “Surveying Youth in Residential Placement: Methodology.”

Details: Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 2010. 12p.

Source: OJJDP Juvenile Justice Bulletin: Internet Resource: Accessed February 12, 2012 at https://www.ncjrs.gov/pdffiles1/ojjdp/227728.pdf

Year: 2010

Country: United States

URL: https://www.ncjrs.gov/pdffiles1/ojjdp/227728.pdf

Shelf Number: 124101

Keywords:
Education
Juvenile Offenders
Mental Health Services
Residential Treatment Centers
Substance Abuse

Author: Bowlby, Jeffrey W.

Title: At a Crossroads: First Results for the 18 to 20-Year-old Cohort of the Youth in Transition Survey

Summary: This report provides a descriptive overview of the first results from the 2000 Youth in Transition Survey (YITS) for 18-20-year-olds in Canada. The YITS, developed through a partnership between Human Resources Development Canada and Statistics Canada, is a longitudinal survey designed to collect a broad range of information on the education and labour market experiences of youth. This report provides new information on high school dropout rates as of December 1999 and compares high school graduates and dropouts on a number of dimensions, including family background, parental education and occupation, engagement with school, working during high school, peer influence, and educational aspirations. This report also provides a first look at pathways followed by young people once they are no longer in high school, including their participation in post-secondary education, employment status, self-assessed skills levels, and barriers to post-secondary education.

Details: Ottawa: Human Resources Development Canada, Statistics Canada 2002. 73p.

Source: 81-591-XIE: Internet Resource: Accessed March 2, 2012 at http://www.statcan.gc.ca/pub/81-591-x/81-591-x2000001-eng.pdf

Year: 2002

Country: Canada

URL: http://www.statcan.gc.ca/pub/81-591-x/81-591-x2000001-eng.pdf

Shelf Number: 124363

Keywords:
(Canada) Longitudinal Studies
Adolescents
Education
Employment

Author: Cloud, Morgan

Title: Law Deans in Jail

Summary: A most unlikely collection of suspects - law schools, their deans, U.S. News & World Report and its employees - may have committed felonies by publishing false information as part of U.S. News' ranking of law schools. The possible federal felonies include mail and wire fraud, conspiracy, racketeering, and making false statements. Employees of law schools and U.S. News who committed these crimes can be punished as individuals, and under federal law the schools and U.S. News would likely be criminally liable for their agents' crimes. Some law schools and their deans submitted false information about the schools' expenditures and their students' undergraduate grades and LSAT scores. Others submitted information that may have been literally true but was misleading. Examples include misleading statistics about recent graduates' employment rates and students' undergraduate grades and LSAT scores. U.S. News itself may have committed mail and wire fraud. It has republished, and sold for profit, data submitted by law schools without verifying the data's accuracy, despite being aware that at least some schools were submitting false and misleading data. U.S. News refused to correct incorrect data and rankings errors and continued to sell that information even after individual schools confessed that they had submitted false information. In addition, U.S. News marketed its surveys and rankings as valid although they were riddled with fundamental methodological errors.

Details: Social Science Research Network, 2012. 77p.

Source: Working Paper: Internet Resource: Accessed March 9, 2012 at http://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2014157_code33010.pdf?abstractid=1990746&mirid=1

Year: 2012

Country: United States

URL: http://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2014157_code33010.pdf?abstractid=1990746&mirid=1

Shelf Number: 124396

Keywords:
Colleges and Universities
Education
Fraud
Mail Fraud
Racketeering
Wire Fraud

Author: Gauci, Jean-Pierre

Title: Racism in Europe: ENAR Shadow Report 2010-2011

Summary: The aim of ENAR’s Shadow Report on racism in Europe is to provide a civil society perspective on the situation of racism and related discrimination in Europe between March 2010 and March 2011. In view of the 2011 International Year of People of African Descent, this report gives special attention to the ways in which racism and racial discrimination impact the lives of this particular group across Europe. The communities most vulnerable to racism and racial and/or religious discrimination in Europe are various and remain largely similar to those reported in previous Shadow Reports. Key among the communities most affected are people of African descent, black Europeans, migrants (both EU and third country nationals), Roma, Muslims and Jews. A number of national reports also highlight specific communities who are especially vulnerable. There appears to be a link between the vulnerability and experience of discrimination, visible characteristics of difference, and the public’s perception of these characteristics. Further distinctions exist between visible minorities (including nationals of ethnic minority backgrounds) and status minorities (those whose legal status places them in a particularly disadvantaged situation in the country). In the context of employment, some of the key concerns related to minorities and migrants include: unemployment rates, difficulties in the acquisition of relevant documentation and recognition of qualifications, language and cultural barriers, discrimination in recruitment processes, the glass ceiling effect within employment, and unequal working conditions. Particularly at a time of economic downturn, ethnic minorities and migrants have been disproportionately affected by both unemployment and precarious working conditions. Issues faced in the context of housing and accommodation include difficulties in the private rental market, in accessing public housing and funds or loans to purchase property, poor living conditions and overcrowding, discrimination by homeless shelter staff, housing segregation, and a lack of awareness of rights and obligations. Discrimination in education takes a variety of forms, including structural concerns, such as segregation and discrimination by teachers, and more personal concerns, such as language barriers and bullying at the hands of peers. The result is poorer educational attainment by many members of ethnic minorities and migrants and over-representation among early school leavers. Manifestations of racism and related discrimination are also notable in the field of healthcare and include prejudice by staff and patients, significantly lower health outcomes (including greater prevalence of certain chronic conditions), language and cultural barriers, as well as legal challenges (especially in the case of migrants). In terms of access to goods and services, access to bars and places of entertainment, to financial services and to public transport continues to be highlighted as being particularly problematic. In the context of criminal justice, ethnic minorities are more likely to be stopped and searched, to be arrested and prosecuted, and are disproportionately represented in prisons. Ethnic profiling is also carried out in the context of counter-terrorism, causing alienation and frustration among ethnic and religious minorities. Moreover, ethnic minorities are victims of racist violence and crimes of various forms; their complaints are often ignored or not taken seriously by the relevant authorities. Another concern is underreporting by victims of racist violence due to lack of trust in the police and fears linked to migrant status and/or further victimisation, In the context of the media, some of the key problems continue to be inaccurate reporting, negative and/or lack of representation of ethnic minorities, the use of an ‘us versus them’ rhetoric, as well as the promotion of racism on the internet, especially through social media. People of African descent face discrimination, stereotypes and prejudice in employment, housing, healthcare, education, access to goods and services, criminal justice, and the media. Their visibility heightens their vulnerability to discrimination. Whilst most manifestations of discrimination are not particularly targeted at people of African descent, they do tend to be disproportionately affected by these manifestations. Moreover, in a context of rampant prejudice, visibility and perception of ethnic minority status appear to outplay other considerations including nationality and status. Finally, the report provides an overview of some of the key legal and political developments in the fields of anti-racism and anti-discrimination as well as migration and integration.

Details: Brussels: European Network Against Racism (ENAR), 2012. 44p.

Source: Internet Resource: Accessed March 21, 2012 at http://cms.horus.be/files/99935/MediaArchive/publications/shadow%20report%202010-11/shadowReport_EN_final%20LR.pdf

Year: 2012

Country: Europe

URL: http://cms.horus.be/files/99935/MediaArchive/publications/shadow%20report%202010-11/shadowReport_EN_final%20LR.pdf

Shelf Number: 124636

Keywords:
Criminal Justice
Education
Employment
Health Care
Housing
Racial Discrimination (Europe)
Racism (Europe)

Author: MacGillivary, Heather

Title: Truancy in Denver: Prevalence, Effects and Interventions

Summary: Truancy is a gateway offense that generates the involvement of non-attenders in many service systems. Delinquent truants may become involved with the state juvenile or municipal court. Drug using truants may enter alcohol and drug abuse services. Truants with social emotional difficulties may require mental health or special education services. Neglected or ungovernable truants often end up on human service case loads. Pregnant truants are served by the public health system. Since so many sectors are affected by truancy, prevention and reduction activities must include a large cross section of agencies. Denver has a long history of collaboration between educators, judges and social services workers to tackle truancy. In the mid nineties, a city attorney from the Department of Human Services recognized that the families and children served by social services were involved in many different agencies. He brought together a committee to discuss a fictitious, multi-problem family. Through this case study, the committee recognized that school nonattendance was at the heart of the issues. This recognition initiated the Geraldine Thompson Family Project (GTFP) which consisted of numerous professionals who met monthly until 2004 to discuss how to prevent and reduce truancy in Denver by focusing on systems coordination and integration. A subcommittee of GTFP was formed in 1996 to explore programmatic options. This committee was aptly named, the Creative Options Committee (CO). This committee operated parallel to GTFP, with CO meeting in the evenings and GTFP meeting over the lunch hour. The membership of these committees was very diverse, including school staff, judges, magistrates, social service workers, city government representatives, and law enforcement. As a result of these discussions and the attention to the issue of truancy, funds were obtained from the City of Denver (Safe School and Healthy Student Initiative and Drug Free Schools) and the Denver school district for truancy intervention programs. In the late 1990’s, interventions focused on middle schools. Many of the middle schools had truancy officers, catch-up classrooms, and Student Attendance Review Boards (SARB). Unfortunately, budget cuts in early 2000 to 2003, eliminated many of these interventions and supports. In 2005, the GTFP essentially disbanded and the Creative Options Committee continued to meet. In spring 2004, the committee recognized that many ideas were suggested but very little data was available to inform action. For this reason a planning grant from the National Truancy Prevention Association (NTPA) and the Office of Juvenile Justice and Delinquency Prevention (OJJDP) was pursued and secured. Creative Options partnered with The National Center for School Engagement (NCSE) to conduct this needs assessment. The findings from the 10-month study are described in this report.

Details: Denver, CO: National Center for School Engagement, 2006. 76p.

Source: Internet Resource: Accessed April 6, 2012 at: https://www.denvergov.org/Portals/713/documents/FinalReportCreativeOptions.pdf

Year: 2006

Country: United States

URL: http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/108.pdf

Shelf Number: 124860

Keywords:
Education
School Dropouts
Truancy (Colorado)

Author: Great Britain. Office of the Children's Commissioner for England

Title: “They Never Give Up On You”: Office of the Children’s Commissioner School Exclusions Inquiry

Summary: This report is the result of the first formal Inquiry by a Children’s Commissioner for England using powers in the Children Act 2004. It follows eight months of work by a small team of staff from my office, supported by an expert panel. We travelled throughout England and listened to hours of formal evidence as well as taking account of written evidence submitted by adults and children alike. Why this subject, and why now? Firstly, in 2010 we asked researchers to gather the views of a representative sample of 2,000 children and young people on what makes school a triumph, a challenge or a disaster. Eight out of 10 said they had experienced disrupted learning caused by the bad behaviour of a minority. Yet nine out of 10 insisted schools should never exclude a child, but should help them deal with their problems. Even more surprising, only one in seven said that their school always got exclusion decisions right. We were struck by their opinions held in spite of having their learning disrupted by peers who were potential candidates for exclusion. They seemed worthy of further investigation. Our second reason is that, while exclusion is a sanction used in England, it is not used in much of mainland Europe. This report recognises that exclusion may be a necessary last resort in rare cases, but argues that all exclusions must: • be fair and transparent; • listen to the views of the child concerned; • lead to high quality alternative provision for the child excluded; and • be within the law. Exclusion usually happens because of a child’s behaviour. Schools, Academics and Ministers have recognised such behaviour often originates in troubled home lives which spill over into school. We were keen to know how schools exclude, why, using what systems of escalating sanctions, in whose interests, listening to whose evidence, with what consistency of approach and with what results. Thirdly, despite our claims of being an equal society that treats children on their merits, some groups of children are far more likely to be excluded from school than others. These are children who are vulnerable because of who they are, and because of the challenges already present in their lives. They are: • boys rather than girls; • children with some types of special needs; • children from some specific ethnic backgrounds, and • the children of the poor. One stark figure should make us all want to confront this scandal. In 2009-10, if you were a Black African-Caribbean boy with special needs and eligible for free school meals you were 168 times more likely to be permanently excluded from a state-funded school than a White girl without special needs from a middle class family. This figure comes from official government statistics. Exclusions have fallen overall in the last few years, but these stark gaps remain. It is high time, on the basis of equality, natural justice and the inalienable right of every child to an education that we act to close those gaps. This report celebrates good practice. Its title comes from something a teenager – to quote him, “a bit of a handful” – said to us during our fieldwork. We found schools of all types in a wide range of circumstances all over the country working together and with other agencies. They could prove they had saved the educational and life chances of their communities’ children and young people. Their young citizens knew they were lucky. The adults they worked with were passionate advocates of schools as places of safety and ambition, calm and standards. We have included as many of their stories in this report as space allows.

Details: London: Children's Commissioner, 2012. 118p.

Source: Internet Resource: Accessed April 9, 2012 at: http://www.childrenscommissioner.gov.uk/content/publications/content_561

Year: 2012

Country: United Kingdom

URL: http://www.childrenscommissioner.gov.uk/content/publications/content_561

Shelf Number: 124896

Keywords:
Education
School Crime and Disorder
School Discipline (U.K.)
School Suspensions

Author: Snow, Pamela

Title: Youth (In)Justice: Oral Language Competence in Early Life and Risk for Engagement in Antisocial Behaviour in Adolescence

Summary: Youth offenders can be complex and challenging for policymakers and practitioners alike and face higher risk of long-term disadvantage and social marginalisation. In many cases, this marginalisation from the mainstream begins in early life, particularly in the classroom, where they have difficulty both with language/literacy tasks and with the interpersonal demands of the classroom. Underlying both sets of skills is oral language competence—the ability to use and understand spoken language in a range of situations and social exchanges, in order to successfully negotiate the business of everyday life. This paper highlights an emerging field of research that focuses specifically on the oral language skills of high-risk young people. It presents evidence from Australia and overseas that demonstrates that high proportions (some 50% in Australian studies) of young offenders have a clinically significant, but previously undetected, oral language disorder. This raises important questions about how young offenders are engaged in forensic interviews, whether as suspects, victims or witnesses. The delivery of highly, verbally-mediated interventions such as counselling and restorative justice conferencing is also considered in the light of emerging international evidence on this topic.

Details: Canberra: Australian Institute of Criminology, 2012. 6p.

Source: Internet Resource: Trends & Issues in Crime and Criminal Justice, No. 435: Accessed April 12, 2012 at: http://www.aic.gov.au/documents/4/A/E/%7B4AEA498D-5669-4E48-93B2-D08BFAB96548%7Dtandi435.pdf

Year: 2012

Country: Australia

URL: http://www.aic.gov.au/documents/4/A/E/%7B4AEA498D-5669-4E48-93B2-D08BFAB96548%7Dtandi435.pdf

Shelf Number: 124938

Keywords:
Antisocial Behavior, Juveniles (Australia)
Delinquency Prevention
Education
Juvenile Conferencing
Language Competency
Verbal Skills

Author: Taylor, Rachel S.

Title: Kept Out: Barriers to Meaningful Education in the School-To-Prison Pipeline

Summary: In the United States today, a large subset of our student population is denied the right to an education. Most of these youth, low-income and at-risk, are already particularly vulnerable, yet rather than being provided support services and a meaningful education, they are labeled “undesirable” or “bad kids.” Denying access to education can produce life-altering results for any student, and for these vulnerable youth the effects are often especially dire. “Keep Out” is a phenomenon that occurs when students try to reenter a setting where they can access meaningful education and are denied by the policies and practices of the education and juvenile justice systems. Keep Out is a part of the larger School-To-Prison Pipeline. The Pipeline includes disciplinary and discretionary policies that push youth out of school and into the criminal justice system. Students of color, low-income students, and students with disabilities are disproportionately affected. This report is the product of interviews with over 100 stakeholders — including students, teachers, administrators, probation officers, education advocates, and many others — in Los Angeles, California, all of whom were interviewed in January of 2012. These interviews tell the stories of students who were unable to access education after being removed from school, often for disciplinary reasons. The report is organized around three main findings: “You Can’t Come Back” deals with direct Keep Out and tells the stories of students who, when trying to reenter their schools, were denied access or transferred away. Schools use a variety of excuses and evade general school-access requirements in order to keep these students out. • School safety concerns are often cited to justify student exclusion, which affects particularly vulnerable groups of students including youth on probation, girls who are pregnant, students with perceived and actual disciplinary problems, or those who are or are thought to be academically low performing. • Some students are kept out based on the rationale that they are too old, have too few credits, or some combination of the two. • Schools deny students access to education by transferring them away to schools that are physically inaccessible or unsafe for that student. “Slipping Through the Cracks” discusses indirect Keep Out and addresses what happens to students who are unable to reenter school because of administrative and logistical barriers. • Inadequate crediting and record keeping in alternative and juvenile justice schools impede students’ return to traditional schools by making enrollment and completion of sufficient credits for graduation nearly impossible. • Lack of coordination and planning among alternative schools, juvenile justice schools, and traditional schools prevents students from transitioning back to traditional schools. • Traditional schools are able to keep students out because students and families do not know the extent of their educational rights or how to enforce them. “School Is Not for Me” explains constructive Keep Out and highlights the stories of students whose school experiences have been so discouraging and inadequate that they have given up on pursuing a traditional education. • A lack of wrap-around services in traditional schools means that students’ most basic needs are often unmet, leaving little room for students and families to focus on education. • Students are not always given the support they need to succeed and are often harshly stigmatized when they are suspended, expelled, or associated with the criminal justice system. • Even if students are able to get back into a classroom, alternative and juvenile justice system schools often lack a consistent education that meets students’ needs.

Details: Washington, DC: Georgetown Law School Human Rights Institute, 2012. 84p.

Source: Internet Resource: Accessed May 8, 2012 at: http://www.law.georgetown.edu/humanrightsinstitute/documents/keptout.pdf

Year: 2012

Country: United States

URL: http://www.law.georgetown.edu/humanrightsinstitute/documents/keptout.pdf

Shelf Number: 125166

Keywords:
Education
Juvenile Delinquency Prevention
Racial Disparities
School Crime
School Discipline
School Suspensions (U.S.)
School-to-Prison Pipeline
Zero Tolerance

Author: Machin, Stephen

Title: Youth Crime and Education Expansion

Summary: We present new evidence on the causal impact of education on crime, by considering a large expansion of the UK post-compulsory education system that occurred in the late 1980s and early 1990s. The education expansion raised education levels across the whole education distribution and, in particular for our analysis, at the bottom end enabling us to develop an instrumental variable strategy to study the crime-education relationship. At the same time as the education expansion, youth crime fell, revealing a significant cross-cohort relationship between crime and education. The causal crime reducing effect of education is estimated to be negative and significant, and considerably bigger in (absolute) magnitude than ordinary least squares estimates. The education boost also significantly impacted other productivity related economic variables (qualification attainment and wages), demonstrating that the incapacitation effect of additional time spent in school is not the sole driver of the results.

Details: Bonn, Germany: Institute for the Study of Labor (IZA), 2012. 37p.

Source: IZA Discussion Paper No. 6582: Internet Resource: Accessed June 20, 2012 at http://ftp.iza.org/dp6582.pdf

Year: 2012

Country: International

URL: http://ftp.iza.org/dp6582.pdf

Shelf Number: 125390

Keywords:
Education
Youth Crime

Author: Briggs, Sarah

Title: Offender Literacy and Attrition from the Enhanced Thinking Skills Programme

Summary: A sample of 39 offenders identified as having literacy problems was compared with a sample of 50 offenders for whom no literacy problems were identified. · The samples were broadly similar with respect to gender, ethnicity, history of breach, broad categories of index offence, and OGRS risk of reconviction scores. · Offenders with identified literacy problems were more likely to drop out at every stage between sentence and final completion of post programme psychometric tests · We can be at least 90% confident that there is a significant difference in programme retention between the literacy problems group and the control group. Confidence in the finding is enhanced by repeated observation of an apparent literacy problem effect at each of the stages observed. · There was also an effect of age on attrition, with younger offenders more likely to be retained. This enhances confidence in the finding of an effect of literacy problems, since the literacy problems group tended to be younger on average. · Psychometric test papers examined in the course of this research showed a consistent low level of literacy. This raises the question of whether systematic identification of literacy problems takes place, and whether the number of offenders with these problems is higher than we are currently aware.

Details: West Yorkshire, UK: West Yorkshire Probation, 2003. 10p.

Source: Internet Resource

Year: 2003

Country: United Kingdom

URL:

Shelf Number: 126243

Keywords:
Cognitive Skills
Education
Juvenile Offenders (U.K.)
Literacy
Probationers
Rehabilitation
Young Adult Offenders

Author: Inter-American Commission on Human Rights

Title: Access to Justice for Women Victims of Sexual Violence: Education and Health

Summary: The Inter-American Commission on Human Rights presented today the report Access to Justice for Women Victims of Sexual Violence: Education and Health. The report analyzes the problem of sexual violence in the educational and health institutions in the Americas and the challenges in access to justice for victims of this violence. As established in the Inter-American Convention on the Prevention, Punishment and Eradication of Violence against Women, or “Convention of Belém do Pará”, the States have the responsibility of acting to fight discrimination and violence against women in all spheres. Notwithstanding, the IACHR report indicates that sexual violence persists against women and girls in the spheres of education and health. The report also found under-reporting of the phenomenon and impunity in the majority of the cases. The report further indicates this type of violence is tolerated by the society given the framework of very hierarchical gender relations. The report identifies girls, indigenous women, women with disabilities and women affected by armed conflict as groups at particular risk to human rights violations. In the case of education, sexual violence tends to be regarded as the natural order of things and as part of discipline and punishment. In the sphere of health, the problem of sexual violence committed by physicians and health-care professionals is virtually invisible. This is due to insufficient norms, procedures for filing complaints and disciplinary investigation in hospitals and health care centers. It is also attributable to inadequate statistics as well as to the meager information available on the rights of patients. The IACHR emphatically reasserts its profound concern over the fact that sexual violence committed against women and girls in educational and health-care institutions still enjoys social acceptance and that the vast majority of these acts are never punished. Even today, this kind of violence in these settings prevents many women and girls across the Americas from fully exercising their rights to education and health. In order to comply with their international human rights obligations, the States must adapt their legislation, public policies and practices and substantially improve their protection systems and the access to justice for victims of this phenomenon. The IACHR reminds the States their obligation to adopt measures in order to make compatible their norms and practices with the American Declaration, the Inter-American Convention, and other international instruments for the protection of human rights, and to comply with the Convention of Belém do Pará, which establishes the obligation for the States to protect women from violence in all its forms and in all spheres, in order to ensure that they can freely exercise their civil, political, economic, social, and cultural rights. The report contains urgent recommendations that seek to address sexual violence as an extreme form of discrimination and to ensure the basic guarantee of access to justice. The recommendations aim to improve the judicial response to acts of violence committed against women in educational institutions and health-care institutions. The Commission urges the States to overcome lingering cultural and legal obstacles to prevent and – failing that – to investigate and punish acts of sexual violence committed against women and girls in these settings. In addition, the IACHR calls on the States to create the conditions that enable women to use the justice systems to remedy the acts of violence they suffer and to be treated respectfully and decently by public officials. The Commission also calls upon the States to adopt public policies intended to put a stop to cultural patterns that regard sexual violence as the norm or that trivialize it.

Details: Washington, DC: Organization of American States, 2011. 71p.

Source: Internet Resource: Accessed September 23, 2012 at http://www.oas.org/en/iachr/women/docs/pdf/SEXUALVIOLENCEEducHealth.pdf

Year: 2011

Country: United States

URL: http://www.oas.org/en/iachr/women/docs/pdf/SEXUALVIOLENCEEducHealth.pdf

Shelf Number: 126408

Keywords:
Abused Women
Administration of Justice
Education
Health
Sexual Abuse Victims
Sexual Violence
Violence Against Women

Author: Pyrooz, David Cyrus

Title: The Non-Criminal Consequences of Gang Membership: Impacts on Education and Employment in the Life-Course

Summary: Research on the consequences of gang membership is limited mainly to the study of crime and victimization. This gives the narrow impression that the effects of gang membership do not cascade into other life domains. This dissertation conceptualized gang membership as a snare in the life-course that disrupts progression in conventional life domains. National Longitudinal Survey of Youth Cohort of 1997 (NLSY97) data were used to examine the effects of adolescent gang membership on the nature and patterns of educational attainment and employment over a 12-year period in the life-course. Variants of propensity score weighting were used to assess the effects of gang joining on a range of outcomes pertaining to educational attainment and employment. The key findings in this dissertation include: (1) selection adjustments partially or fully confounded the effects of gang joining; despite this (2) gang joiners had 70 percent the odds of earning a high school diploma and 42 percent the odds of earning a 4-year college degree than matched individuals who avoided gangs; (3) at the 11-year mark, the effect of gang joining on educational attainment exceeded one-half year; (4) gang joiners made up for proximate deficits in high school graduation and college matriculation, but gaps in 4-year college degree and overall educational attainment gained throughout the study; (5) gang joiners were less likely to be employed and more likely to not participate in the labor force, and these differences accelerated toward the end of the study; (6) gang joiners spent an additional one-third of a year jobless relative to their matched counterparts; and (7) the cumulative effect of gang joining on annual income exceeded $14,000, which was explained by the patterning of joblessness rather than the quality of jobs. The theoretical and policy implications of these findings, as well as directions for future research, are addressed in the concluding chapter of this dissertation.

Details: Tempe, AZ: Arizona State University, 2012. 179p.

Source: Internet Resource: Dissertation: Accessed September 25, 2012 at: https://www.ncjrs.gov/pdffiles1/nij/grants/239241.pdf

Year: 2012

Country: United States

URL: https://www.ncjrs.gov/pdffiles1/nij/grants/239241.pdf

Shelf Number: 126447

Keywords:
Education
Employment
Gangs
Unemployment and Crime
Youth Gangs

Author: DeLauri, Linda

Title: A Seamless Web of Support: Effective Strategies for Redirecting the School-to-Prison Pipeline

Summary: Decrying an escalation in harsh, exclusionary school discipline and its ensuing “school to prison pipeline,” educators, civil rights lawyers, civil libertarians, parents and students have successfully moved “zero-tolerance” to the center of educational policy discussions. It is obvious that suspension and expulsion rob students of instructional time, endangering their academic performance in the short term. But research also demonstrates a strong association between suspension/expulsion and dropping out of school. It is well established that dropping out is strongly associated with involvement in the criminal justice system and incarceration. This CHHIRJ brief, “A Seamless Web of Support,” explores promising alternatives to suspension and expulsion and offers concrete recommendations to educators, litigators, advocates and the professionals who work with youth and their families.

Details: Cambridge, MA: Charles Hamilton Houston Institute for Race & Justice, Harvard Law School, 2010. 21p.

Source: CHHIRJ Brief: Internet Resource: Accessed September 30, 2012 at http://www.charleshamiltonhouston.org/assets/documents/publications/SeamlessWeb.pdf

Year: 2010

Country: United States

URL: http://www.charleshamiltonhouston.org/assets/documents/publications/SeamlessWeb.pdf

Shelf Number: 126510

Keywords:
Education
Juvenile Delinquency Prevention
School Crime
School Discipline
School Suspensions
School-to-Prison Pipeline, Alternatives to

Author: Liberman, Akiva

Title: Variation in 2010-11 Truancy Rates Among District of Columbia Public Schools (DCPS) High Schools and Middle Schools

Summary: This report provides a snapshot of truancy in District of Columbia Public Schools (DCPS) high schools and middle schools in 2010-11. School data on student absenteeism was combined with Census and crime data on school neighborhoods and students' residential neighborhoods. Key findings include: The average truancy rates vary so much between schools that the average across all students in all schools represents neither a typical nor representative school, nor a typical student. Informative analysis of truancy must focus on the variation among schools, and the truancy rates of particular schools. Across schools, about 2,500 high schools students were chronically truant. Truancy rates are very high at several high schools, with four schools showing chronic truancy for the majority of their students, and another three showing over 40 percent chronic truancy. These numbers mean it is simply not feasible for the primary response to be based in the Family Court. Actually referring all of these chronic truants to Family Court would swamp the Court's resources. For high schools: Overall absences and truancy are so highly correlated with each other that either measure produces equivalent findings in comparing high schools. As a result, any of these measures can be used to explore why schools vary and the findings will be equivalent. High school (HS) absenteeism rates are strongly predicted by their students' 8th grade truancy. Therefore, most of the differences in truancy among high schools are not due to differential success among HSs in preventing truancy. Put another way, the continuation and escalation of truancy behavior from middle school to high school seems equivalent across schools. This suggests that lowering middle school absenteeism may be the most efficient and effective approach to lowering high school truancy rates. The high school's immediate neighborhood is a weaker predictor of truancy than the residential neighborhoods of its students, although violence surrounding the school is moderately related to truancy. HS truancy rates are moderately related to student poverty and poverty in students' residential neighborhoods. Crime in high school students' residential neighborhoods is moderately related to truancy. For middle schools: Middle school overall absences and truancy are somewhat distinct. The immediate neighborhood of middle schools has little relationship to its truancy. Neighborhood relationships for middle school truancy are weaker than for HS truancy. Middle school students' poverty, residential neighborhood poverty, and residential neighborhood crime are moderately related to truancy, but at one-third to one-half the strength of HS truancy. Residential neighborhood features are more strongly associated with truancy in HS than MS. This is consistent with a general developmental pattern: The family context and parents are the most important influences for younger children; with age, broader social contexts, including peers and neighborhoods, exert more direct effects on children's behavior. Truancy interventions that are primarily family-based are more likely to prove effective at earlier ages, while truancy interventions at older ages need to also involve broader social contexts. Exploring community-level risk variables is an important addition to analysis of truancy data alone, but it only begins to explore the important risk factors for truancy. For example, family factors are widely believed to be important risk factors for truancy, and are central to two pilot interventions launched by the Interagency Truancy Task Force in 2011-12. The current report does not explore such family risk factors, although some "family factors" such as single parenthood are explored at the neighborhood level. Similarly, school factors such as teacher relationships are undoubtedly important factors for truancy, but were beyond the scope of the current study.

Details: Washington, DC: Urban Institute, District of Columbia Crime Policy Institute, 2012. 31p.

Source: Internet Resource: Accessed January 25, 2013 at: http://www.urban.org/UploadedPDF/412712-Variation-in-2010-11-Truancy-Rates-Among-District-of-Columbia-Public-Schools.pdf

Year: 2012

Country: United States

URL: http://www.urban.org/UploadedPDF/412712-Variation-in-2010-11-Truancy-Rates-Among-District-of-Columbia-Public-Schools.pdf

Shelf Number: 127397

Keywords:
Education
Neighborhoods
School Attendance
Truancy (Washington, DC)

Author: Hansen, David R.

Title: The Effects of Crime on Educational Investment: A Policy Simulation Approach

Summary: Crime is an important feature of economic life in many countries, especially in the developing world. Crime distorts many economic decisions because it acts like an unpredictable tax on earnings. In particular, the threat of crime may influence people’s willingness to invest in schooling or physical capital. This paper explores the questions ”What influence do crime rates and levels of investment have on one another?” and ”How do government policies affect the relationship between investment and crime?” by creating a simple structural model of crime and educational investment and attempting to fit this model to Mexican data. A method of simulated moments procedure is used to estimate parameters of the model and the estimated parameters are then used to carry out policy simulations. The simulations show that increasing spending on police or increasing the severity of punishment reduces crime but has little effect on educational investment. Increased educational subsidies increase educational investment but reduce crime only slightly. Thus, one type of policy is insufficient to accomplish the goals of both reducing crime and increasing education.

Details: Provo, UT: Brigham Young University, Department of Economics, 2012. 36p.

Source: Internet Resource: Accessed February 7, 2013 at; https://economics.byu.edu/SiteAssets/Pages/Faculty/David-Hansen/The%20Effects%20of%20Crime%20on%20Educational%20Investment%20A%20Policy%20Simulation%20Approach.pdf

Year: 2012

Country: Mexico

URL: https://economics.byu.edu/SiteAssets/Pages/Faculty/David-Hansen/The%20Effects%20of%20Crime%20on%20Educational%20Investment%20A%20Policy%20Simulation%20Approach.pdf

Shelf Number: 127533

Keywords:
Crime and Development
Economics of Crime
Education

Author: Snow, Pamela C.

Title: Oral Language Competence and Interpersonal Violence: Exploring Links in Incarcerated Young Males

Summary: Oral language competence is a basic prerequisite for functional and prosocial development across the lifespan, but has been inadequately investigated in young people in whom behaviour disturbance is the dominant concern. Previous work in Australia and overseas has shown that young offenders serving community-based orders are at high-risk for undetected but clinically significant oral language (everyday talking and listening) difficulties. However this phenomenon has received little attention in incarcerated samples, and links with offending severity, mental health, and other markers of early risk (e.g., a history of early Out of Home Care placement) have not been systemically examined. A cross-sectional examination of one hundred (100) young offenders (mean age 19.03 years, SD = .85) completing custodial sentences in Victoria, Australia was carried out. Participants were assessed on a range of standardised oral language, IQ, mental health and offending-severity measures. Language measures were selected for their sensitivity to a range of everyday linguistic competencies, such as listening comprehension, the ability to define words, and to understanding of everyday idioms and other forms of non-literal language. Language impairment (LI) was operationally defined as performance below two standard deviations below the mean on two standardised language measures (the CELF4 and the TLC-E). Forty-six percent of participants were classified as language impaired (LI), using this definition. When the subgroup with high offending scores was compared with those with (relatively) lower offending scores, significant differences on a range of language measures were identified. A range of early risk indicators (such as placement in Out of Home Care) was also examined with respect to language impairment in this high-risk group. Unidentified oral language impairments are over-represented in young men in the justice system, and may serve to further marginalise this already disadvantaged group. Implications for early intervention, passage through the justice system, and receipt of therapeutic services are discussed. Young offenders should be routinely screened for LI and interventions should be tailored accordingly.

Details: Sydney: Criminology Research Council, 2011. 37p.

Source: Internet Resource: Accessed February 12, 2013 at: http://www.criminologyresearchcouncil.gov.au/reports/0809-10.pdf

Year: 2011

Country: Australia

URL: http://www.criminologyresearchcouncil.gov.au/reports/0809-10.pdf

Shelf Number: 127591

Keywords:
Antisocial Behavior, Juveniles (Australia)
Delinquency Prevention
Education
Juvenile Conferencing
Language Competency
Verbal Skills
Young Male Offenders

Author: Great Britain. Ministry of Justice

Title: Transforming Youth Custody: Putting Education at the Heart of Detention

Summary: This consultation seeks views from staff and young people in youth custodial establishments, service providers in justice, education, detention and security, health, children services and wider social services, the judiciary, voluntary and community organisations and all those with an interest in young people. We also invite members of the public to respond.

Details: London: Ministry of Justice, 2013. 34p.

Source: Internet Resource: Consultation Paper CP4/2013: Accessed February 21, 2013: http://www.official-documents.gov.uk/document/cm85/8564/8564.pdf

Year: 2013

Country: United Kingdom

URL: http://www.official-documents.gov.uk/document/cm85/8564/8564.pdf

Shelf Number: 127686

Keywords:
Correctional Programs, Juveniles
Education
Juvenile Detention
Juvenile Offenders (U.K.)
Rehabilition

Author: Lauridsen, Jorgen T.

Title: A Spatial Panel Data Analysis of Crime Rates in EU

Summary: The study investigates selected factors affecting crime rates in the EU-15 countries during the years 2000 to 2007 with an especial focus on inflation rate, level of education, income and employment. While these topics have been investigated in former studies, the present study adds by introducing spatial panel data methods to the case. Regarding the effects of these factors, the present study obtains results comparable to those from former studies, whereby the robustness of these are confirmed.

Details: Odense, Denmark: Department of Business and Economics, Faculty of Social Sciences, University of Southern Denmark, 2013. 24p.

Source: Internet Resource: Discussion Papers on Business and Economics
No. 2/2013: Accessed March 26, 2013 at: http://static.sdu.dk/mediafiles//A/2/1/%7BA21BF15B-1A84-4BA6-B4A7-3AAA6E3FA6AC%7Ddpbe2_2013.pdf

Year: 2013

Country: Europe

URL: http://static.sdu.dk/mediafiles//A/2/1/%7BA21BF15B-1A84-4BA6-B4A7-3AAA6E3FA6AC%7Ddpbe2_2013.pdf

Shelf Number: 128139

Keywords:
Cost-Benefit Analysis
Crime Rates (Europe)
Crime Statistics
Economics and Crime
Education
Employment

Author: Pana, Artemis

Title: Youth4Youth: A Manual for Empowering Young People in Preventing Gender-Based Violence through Peer Education

Summary: The Youth4Youth training manual is the culmination of a series of initiatives undertaken in several European countries that aimed at shedding more light on the issue of gender-based violence among adolescents. A number of projects funded by the European Commission’s Daphne Programme have created a wealth of information on how young people think and act in relation to their gender identity and within romantic relationships, forming the basis for the work undertaken in the Youth4Youth project, a deliverable of which is this manual. Most importantly, they have provided the foundation upon which interventions such as this manual can be developed and implemented in schools and in youth centres to prevent gender-based violence, and violence against women in particular, by addressing its root causes as early as possible. Emerging evidence suggests that patterns of violence and victimization may develop in early adolescence, and soon become difficult to reverse. Hence, primary prevention measures have an essential role in combating gender based violence since schools and other education centres are a critical component of adolescents’ lives and one of the main contexts where gender socialization takes place, as well as where attitudes toward oneself and others are formed and reinforced. This type of work goes on to stress the importance of funding programmes within the EU that prioritize gender equality and the fight against gender-based violence, including primary prevention programmes that aim to provide young people across Europe with the knowledge and skills to live healthier, more empowered lives.

Details: Nicosia, Cyprus: Mediterranean Institute of Gender Studies (MIGS), 2012. 94p.

Source: Internet Resource: Accessed April 6, 2013 at: http://www.medinstgenderstudies.org/wp-content/uploads/Y4Y-Manual_digital_v12.pdf

Year: 2012

Country: Europe

URL: http://www.medinstgenderstudies.org/wp-content/uploads/Y4Y-Manual_digital_v12.pdf

Shelf Number: 128299

Keywords:
Bullying
Delinquency Prevention
Education
Gender-Based Violence
Peer Groups
School Violence
Sexual Violence
Violence Prevention
Youth Violence

Author: Brown, Christian

Title: Beyond Bars: Estimating the Economic Consequences of Parental Incarceration

Summary: Many people incarcerated in the United States are parents, and this may have negative effects on the social and educational development of their children. I evaluate this hypothesis empirically using National Longitudinal Survey of Youth 1979 data to estimate the effects of parental incarceration on a child's level of education and adult wages. Models of incarceration's effects control for parent and child gender, age at incarceration, incarceration frequency, and pre-incarceration household residency. The incarceration of parents, particularly mothers, is associated with lower levels of higher education and earnings. Daughters of incarcerated mothers face higher educational penalties than sons; sons face higher wage penalties than daughters.

Details: Murfreesboro, TN: Middle Tennessee State University, 2013. 38p.

Source: Internet Resource: Working Paper: Accessed May 23, 2013 at: http://capone.mtsu.edu/ccb3g/ch1.pdf

Year: 2013

Country: United States

URL: http://capone.mtsu.edu/ccb3g/ch1.pdf

Shelf Number: 128789

Keywords:
Children of Prisoners
Education
Employment
Families of Inmates

Author: Monteiro, Joana

Title: Drug Battles and School Achievement: Evidence from Rio de Janeiro's Favelas

Summary: This paper examines the effects of armed conficts between drug gangs in Rio de Janeiro's favelas on student achievement. To identify the causal effect of violence on education, we explore variation in violence that occurs across time and space when gangs battle over territories. The evidence indicates that these battles are triggered by factors often exogenous to local socioeconomic conditions, such as the imprisonment or release of a gang leader, betrayals and revenge. Within-school estimates indicate that students from schools exposed to violence score less in math exams. The effect of violence increases with conflict intensity, duration, and proximity to exam dates; and decreases with the distance between the school and the conflict location. There is no evidence that the effect of violence persists for more than one year. Finally, we find that school supply is an important mechanism driving the achievement results; armed conflicts are significantly associated with higher teacher absenteeism, principal turnover, and temporary school closings.

Details: Rio de Janeiro: Brazilian Institute of Economics: 2013. 69p.

Source: Internet Resource: Discussion Paper 006: Accessed June 28, 2013 at: http://www.ie.ufrj.br/images/pesquisa/publicacoes/2013/TD_IE_006_2013.pdf

Year: 2013

Country: Brazil

URL: http://www.ie.ufrj.br/images/pesquisa/publicacoes/2013/TD_IE_006_2013.pdf

Shelf Number: 129191

Keywords:
Drug Gangs
Drug Trafficking
Drug Violence
Education
Favelas
Poverty
Slums (Brazil)
Socioeconomic Conditions

Author: Alvira-Hammond, Marta

Title: Gainful Activity and Intimate Partner Violence in Emerging Adulthood

Summary: Intimate partner violence (IPV) crosses social class boundaries, but employment and education are salient predictors of IPV. Few studies examine education and employment among both partners, particularly among younger adults who may not be married or cohabiting. Moreover, completed level of education and employment individually may not be ideal for the period of emerging adulthood. We examined associations between IPV and gainful activity, defined as enrollment in school or full-time employment, among young adults in current dating, cohabiting, or married relationships (N=618). We found that when neither partner was gainfully active respondents had especially high odds of reporting IPV. We also found that women’s participation in gainful activity was negatively associated with IPV. In cases of gainful activity asymmetry, the gender of the gainfully active partner did not predict odds of IPV. Additionally, we found no evidence that the influence of gainful activity differs according to union type.

Details: Bowling Green, OH: Bowling Green State University The Center for Family and Demographic Research, 2013. 32p.

Source: Internet Resource: 2013 Working Paper Series: Accessed July 17, 2013 at: http://papers.ccpr.ucla.edu/papers/PWP-BGSU-2013-006/PWP-BGSU-2013-006.pdf

Year: 2013

Country: United States

URL: http://papers.ccpr.ucla.edu/papers/PWP-BGSU-2013-006/PWP-BGSU-2013-006.pdf

Shelf Number: 0

Keywords:
Education
Employment
Intimate Partner Violence (U.S.)
Young Adults

Author: Cook, Philip J.

Title: The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago

Summary: There is growing concern that improving the academic skills of disadvantaged youth is too difficult and costly, so policymakers should instead focus either on vocationally oriented instruction for teens or else on early childhood education. Yet this conclusion may be premature given that so few previous interventions have targeted a potential fundamental barrier to school success: "mismatch" between what schools deliver and the needs of disadvantaged youth who have fallen behind in their academic or non-academic development. This paper reports on a randomized controlled trial of a two-pronged intervention that provides disadvantaged youth with non-academic supports that try to teach youth social-cognitive skills based on the principles of cognitive behavioral therapy (CBT), and intensive individualized academic remediation. The study sample consists of 106 male 9th and 10th graders in a public high school on the south side of Chicago, of whom 95% are black and 99% are free or reduced price lunch eligible. Participation increased math test scores by 0.65 of a control group standard deviation (SD) and 0.48 SD in the national distribution, increased math grades by 0.67 SD, and seems to have increased expected graduation rates by 14 percentage points (46%). While some questions remain about the intervention, given these effects and a cost per participant of around $4,400 (with a range of $3,000 to $6,000), this intervention seems to yield larger gains in adolescent outcomes per dollar spent than many other intervention strategies.

Details: Cambridge, MA: National Bureau of Economic Research, 2014. 59p.

Source: Internet Resource: NBER Working Paper Series; Working Paper 19862: Accessed January 27, 2014 at: http://www.nber.org/papers/w19862.pdf?new_window=1

Year: 2014

Country: United States

URL: http://www.nber.org/papers/w19862.pdf?new_window=1

Shelf Number: 131801

Keywords:
Cognitive Behavioral Therapy
Delinquency Prevention
Disadvantaged Youth
Education
Intervention Programs
Youth-At-Risk

Author: Richardson, Thomas

Title: Former Juvenile Offenders Re-enrolling Into Mainstream Public Schools

Summary: This study examined school re-enrollment procedures employed by two school systems for N=578 former juvenile offenders re-enrolling from secured supervised settings to urban mainstream secondary public schools and alternative schools and programs in New England. Quantitative data regarding student demographics and qualitative data from interviews with 19 support personnel and selected documents were used to evaluate which program elements enhanced or disengaged former offenders from secondary urban schools. The characteristics of former juvenile offenders' lack of school involvement with respect to truancy, school suspension and expulsion, learning, behavior, and emotional disabilities, as well as family, economic, and social disadvantages were examined.

Details: Charlotte, NC: Johnson & Wales University, Alan Shawn Feinstein Graduate School, 2012. 29p.

Source: Internet Resource: NERA Conference Proceedings 2012. Paper 9 Accessed May 7, 2014,at: http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1008&context=nera_2012

Year: 2012

Country: United States

URL: http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1008&context=nera_2012

Shelf Number: 132277

Keywords:
Education
Juvenile Offenders
Juvenile Rehabilitation

Author: Haskins, Anna R.

Title: Mass Imprisonment and the Intergenerational Transmission of Disadvantage: Paternal Incarceration and Children's Cognitive Skill Development

Summary: As a growing number of American school-aged children have incarcerated or formerly incarcerated parents, it has become increasingly important to understand the intergenerational effects of mass imprisonment. I use the Fragile Families Study and its rich paternal incarceration data to assess whether having an incarcerated father impacts children's cognitive skill development by middle childhood. Matching models and sensitivity analyses demonstrate that experiencing paternal incarceration by age 9 is associated with lower cognitive skills and these negative effects hold when controlling for pre-paternal incarceration measures of child cognitive ability. Moreover, I estimate that paternal incarceration explains between 2 and 15 percent of the Black-White achievement gap at age 9. These findings illustrate how mass imprisonment contributes to the persistence of educational disparities, suggesting paternal incarceration as a pathway for the intergenerational transmission of disadvantage from parent to child.

Details: Princeton, NJ: Bendheim-Thoman Center for Research on Child Wellbeing, Princeton, University, 2013. 62p.

Source: Internet Resource: Fragile Families Working Paper: WP13-15-FF: Accessed June 19, 2014 at: http://crcw.princeton.edu/workingpapers/WP13-15-FF.pdf

Year: 2013

Country: United States

URL: http://crcw.princeton.edu/workingpapers/WP13-15-FF.pdf

Shelf Number: 132530

Keywords:
Children of Prisoners
Education
Families of Inmates
Racial Disparities

Author: Aird, Elyse

Title: Impact of ICAN Flexible Learning Options on Participant Offending Behaviour

Summary: Innovative Community Action Networks (ICAN) is a Department for Education and Child Development (DECD)-led community driven social inclusion initiative that aims to re-engage young people who have disengaged from school or are at risk of doing so. An ICAN developed learning strategy known as a Flexible Learning Option (FLO) provides funding and support for young people to engage in different accredited learning and engagement activities while still enrolled in their school. OCSAR was approached by ICAN representatives and asked to investigate the offending behaviour of FLO participants. Anecdotal evidence suggests that involvement in ICAN and FLO may be associated with a reduction in offending behaviour (ARTD Consultants 2012, Atelier Learning Solutions 2007). Although preventing offending is not a primary objective of ICAN, it is known that disengagement from education is associated with an increased risk of contact with the justice system (Henry, Knight & Thornberry 2012), and it is therefore possible that an improvement in engagement in education would be associated with a reduction in contact with the justice system. The aims of the current study are to: - determine the offending profile of a group of ICAN Flexible Learning Options (FLO) participants before, during and after enrolment in FLO; and - examine the impact of the ICAN FLO strategy on participant offending behaviour. The specific research questions for the study are: - What proportion of FLO students had a record of recent formal contact with the police and/or a proven conviction/s prior to FLO enrolment? - For those who had recent formal contact with police or had been convicted of an offence/s, what is the nature of the offending? - How did the offending profile of FLO students change during and after their FLO enrolment, in terms of rate, type and severity of offending? - How do outcomes following FLO vary according to student characteristics such as Indigenous status, disability status, geographical area and Guardianship status? - How do the age-specific offending rates for FLO-enrolled young people compare with those of the South Australian population?

Details: Adelaide, SA: Office of Crime Statistics and Research, Strategic Policy and Organisational Performance, South Australian Attorney-General's Department, 2014. 41p.

Source: Internet Resource: Accessed July 11, 2014 at: http://www.ocsar.sa.gov.au/docs/evaluation_reports/ICAN.pdf

Year: 2014

Country: Australia

URL: http://www.ocsar.sa.gov.au/docs/evaluation_reports/ICAN.pdf

Shelf Number: 132746

Keywords:
Delinquency Prevention
Education
Juvenile Offenders (Australia)
School Attendance
School Dropouts

Author: Maryland. Task Force to Study High School Dropout Rates of Persons in the Criminal Justice System

Title: School Dropouts and their Impact on the Criminal Justice System

Summary: In 2011, the Maryland General Assembly created the Task Force to Study High School Dropout Rates of Persons in the Criminal Justice System. The Governor, the Speaker of the House, and the President of the Senate appointed the members of the Task Force which was directed by statute to: - Compile high school dropout statistics of persons in the criminal justice system; - Conduct a study of the fiscal impact of dropouts on the criminal justice system; - Make recommendations on: o How students could be kept in high school until they graduate; o The availability of continuing education options for incarcerated persons who do hot have a high school diploma; o How inqividuals can be informed of alternative high school education or work-related programs. The dropout problem had its relationship to societal ills has been studied frequently and for decades. From state and national studies it is known that dropping out of school has serious negative consequences for both the student and for society. The Maryland State Board of Education reported in July 20112 that, on average, approximately 8,800 students drop out of school per year in Maryland. - Dropouts are 90% more likely to become involved in the juvenile justice system. - Students who drop out of school often end up in the adult criminal justice system. When dropouts end up in adult prison, they cost Maryland taxpayers over $400 million per year to incarcerate. The failure to fix the dropout problem will continue to cost the State of Maryland millions of dollars. If saving taxpayers' money was our only incentive to fix the dropout problem, that would be enough, but other important incentives also exist. The contributions that career ready students who graduate college can make to Maryland and to this country will improve our economy and add to the health and welfare of our communities. Every student who stays in school is more likely to be a positive factor for society than a student who drops out of school. Every incarcerated person who obtains a high school diploma, or even better, college credits, has a better chance to be a productive member of our community. Since the rewards for fixing the dropout problem are so high, this Task Force Report presents a call for action to Marylanders to work] with a dedicated and unflinching purpose to reduce the dropout rate. This report includes three examples of effective dropout prevention programs in the public school systems of St. Mary's County, Washington County, and Baltimore City. There are also effective programs in other school systems statewide that work to stem the tide of dropouts. Despite the successes of these aforementioned programs and others throughout the state in dropout prevention, more work must be done. Collectively, the Task Force came up with the following goal for Maryland that will be addressed throughout the entire report.

Details: Baltimore: The Task Force, 2012.

Source: Internet Resource: Accessed October 6, 2014 at: http://dlslibrary.state.md.us/publications/Exec/GOCCP/SB755Ch286_2011.pdf

Year: 2012

Country: United States

URL: http://dlslibrary.state.md.us/publications/Exec/GOCCP/SB755Ch286_2011.pdf

Shelf Number: 133562

Keywords:
Education
School Dropouts (Maryland)
Vocational Education and Training

Author: Mitchell, Michael

Title: Changing Priorities: State Criminal Justice Reforms and Investments in Education

Summary: Most states' prison populations are at historic highs after decades of extraordinary growth; in 36 states, the prison population has more than tripled as a share of the state population since 1978. This rapid growth, which continued even after crime rates fell substantially in the 1990s, has been costly. Corrections spending is now the third-largest category of spending in most states, behind education and health care. If states were still spending on corrections what they spent in the mid-1980s, adjusted for inflation, they would have about $28 billion more each year that they could choose to spend on more productive investments or a mix of investments and tax reductions. Even as states spend more on corrections, they are underinvesting in educating children and young adults, especially those in high-poverty neighborhoods. At least 30 states are providing less general funding per student this year for K-12 schools than before the recession, after adjusting for inflation; in 14 states the reduction exceeds 10 percent. Higher education cuts have been even deeper: the average state has cut higher education funding per student by 23 percent since the recession hit, after adjusting for inflation. Eleven states spent more of their general funds on corrections than on higher education in 2013. And some of the states with the biggest education cuts in recent years also have among the nation's highest incarceration rates. This is not sound policy. State economies would be much stronger over time if states invested more in education and other areas that can boost long-term economic growth and less in maintaining extremely high prison populations. The economic health of many low-income neighborhoods, which face disproportionately high incarceration rates, could particularly improve if states reordered their spending in such a way. States could use the freed-up funds in a number of ways, such as expanding access to high-quality preschool, reducing class sizes in high-poverty schools, and revising state funding formulas to invest more in high-poverty neighborhoods.

Details: Washington, DC: Center on Budget and Policy Priorities, 2014. 21p.

Source: Internet Resource: Accessed November 13, 2014 at: http://www.cbpp.org/files/10-28-14sfp.pdf

Year: 2014

Country: United States

URL: http://www.cbpp.org/files/10-28-14sfp.pdf

Shelf Number: 134083

Keywords:
Costs of Criminal Justice
Criminal Justice Policy
Criminal Justice Reform (U.S.)
Delinquency Prevention
Education
Poverty

Author: Center for Community Alternatives

Title: The Use of Criminal History Records in College Admissions Reconsidered

Summary: This report reviews findings from a first-of-its-kind survey conducted by the Center for Community Alternatives in collaboration with the American Association of Collegiate Registrars and Admissions Officers (AACRAO) that explores the use of criminal history screening in college admissions procedures. A 59-question survey was administered electronically between September 30 and October 29, 2009 through AACRAO's network of 3,248 member institutions in the United States. In all, 273 institutions responded to the survey. The survey helped inform the recommendations contained in this report. A majority (66%) of the responding colleges collect criminal justice information, although not all of them consider it in their admissions process. Private schools and four-year schools are more likely to collect and use such information than their public and two-year counterparts. A sizable minority (38%) of the responding schools does not collect or use criminal justice information and those schools do not report that their campuses are less safe as a result. Self-disclosure through the college application or in some cases the Common Application is the most typical way that colleges and universities collect the information. A small minority of schools conduct criminal background checks on some applicants, usually through contracting with a private company. Most schools that collect and use criminal justice information have adopted additional steps in their admissions decision process, the most common of which is consulting with academic deans and campus security personnel. Special requirements such as submitting a letter of explanation or a letter from a corrections official and completing probation or parole are common. Less than half of the schools that collect and use criminal justice information have written policies in place, and only 40 percent train staff on how to interpret such information. A broad array of convictions are viewed as negative factors in the context of admissions decision-making, including drug and alcohol convictions, misdemeanor convictions, and youthful offender adjudications. If it is discovered that an applicant has failed to disclose a criminal record there is an increased likelihood that the applicant will be denied admission or have their admission offer rescinded. A slight majority of schools that collect information provides support or supervision for admitted students who have criminal records, with more emphasis on supervision rather than supportive services.

Details: New York: Center for Community Alternatives, 2010. 60p.

Source: Internet Resource: Accessed November 20, 2014 at: http://www.communityalternatives.org/pdf/Reconsidered-criminal-hist-recs-in-college-admissions.pdf

Year: 2010

Country: United States

URL: http://www.communityalternatives.org/pdf/Reconsidered-criminal-hist-recs-in-college-admissions.pdf

Shelf Number: 134166

Keywords:
Colleges and Universities
Criminal Records (U.S.)
Education
Ex-offenders

Author: Stocks, Chad Lamar

Title: The effects of prison program participation on recidivism of ex-offenders in Mississippi

Summary: Correctional education research strongly suggests that an increase in inmates' education will reduce recidivism rates. This study utilized logistic regression techniques to investigate the effects of prison education program participation on recidivism and employment rates. Using this method made it possible to conclude that inmates who participated in prison intervention/educational programs were significantly less likely to recidivate. The purpose of this study was to identify to what extent the Mississippi Department of Corrections' (MDOC's) intervention/educational programs reduce recidivism. The pre-existing data used were historical information collected as part of a longitudinal study on Mississippi inmates since 2000. The data were transferred every quarter to the National Strategic Planning and Analysis Research Center (nSPARC) for management and analysis. Initial tests found that several variables had a relationship with recidivism. The findings in this study suggest that ex-offenders who completed an education/vocational program or completed a counseling program were 87% (p < 0.001), 9.9% (p < 0.005), respectively, less likely to recidivate than those ex-offenders who did not participate in any type of education or intervention program. The results also suggest that ex-offenders who enrolled in but did not complete an education/vocational program were l0% (p<0.005) less likely to recidivate than those ex-offenders who did not participate in any type of education or intervention program. Recommendations that result from these findings include an increase in the number and quality of intervention/educational programs in Mississippi prisons. Policies could be suggested and/or implemented that would reduce the number of people who violate the law upon their re-entry into society.

Details: Mississippi State, MS: Mississippi State University, 2012. 108p.

Source: Internet Resource: Dissertation: Accessed December 8, 2014 at: http://media.proquest.com/media/pq/classic/doc/2747450151/fmt/ai/rep/NPDF?_s=ejRO4MrLTPhKEe69GURf%2FxyfWcc%3D

Year: 2012

Country: United States

URL: http://media.proquest.com/media/pq/classic/doc/2747450151/fmt/ai/rep/NPDF?_s=ejRO4MrLTPhKEe69GURf%2FxyfWcc%3D

Shelf Number: 134287

Keywords:
Correctional Education
Education
Prison Programs
Prisoners (Mississippi)
Vocational Education and Training

Author: Center for Community Alternatives

Title: Boxed Out: Criminal History Screening and College Application Attrition

Summary: This study helps to explain how the use of the criminal history box on college applications and the supplemental requirements and procedures that follow create barriers to higher education for otherwise qualified applicants. In this study, which focuses on the State University of New York (SUNY), we found that almost two out of every three applicants who disclosed a felony conviction were denied access to higher education, not because of a purposeful denial of their application but because they were driven out of the application process. We term this phenomenon "felony application attrition" which describes the reduction from the number of applicants who start an application and check the felony box "yes" to the number of applicants who, according to the admissions office, have satisfied all of the supplemental requirements and completed their applications. In this study, we explore how the stigmatizing and daunting impact of the supplemental procedures imposed on applicants who disclose a felony conviction contribute to this attrition. This case study of SUNY has national implications. The supplemental procedures and requirements imposed by SUNY campuses are not unique. From our 2010 study we know that 55 percent of the public colleges that responded to our survey engage in criminal history screening, and a majority of those use supplemental procedures and requirements. Federal, state and local public policy-makers are promoting reentry and reintegration efforts as a means of addressing our nation's four-decade long flawed criminal justice policies that have produced overcriminalization and mass incarceration. Such efforts, if successful, will improve society in many respects, including reducing poverty and decreasing the racial divide. At the same time, many colleges and universities are both consciously and unconsciously engaged in a practice that subverts those public policy efforts and undermines development of good citizenship, public safety, democracy, the human right to education, and expands the economic and racial divide. It is both unrealistic and disingenuous to expect people who have served their sentence after a criminal conviction to live law-abiding and productive lives if they are continuously denied employment and educational opportunities.

Details: New York: Center for Community Alternatives, 2015. 100p.

Source: Internet Resource: Accessed March 4, 2015 at: http://communityalternatives.org/pdf/publications/BoxedOut_FullReport.pdf

Year: 2015

Country: United States

URL: http://communityalternatives.org/pdf/publications/BoxedOut_FullReport.pdf

Shelf Number: 134750

Keywords:
College and Universities
Criminal Records
Education
Ex-Offenders (U.S.)

Author: O'Keeffe, Caroline

Title: The Melting Pot: Final Evaluation Report

Summary: The Melting Pot is a three year creative writing and mentoring programme, working with some of the most isolated and vulnerable prisoners at the Dangerous and Severe Personality Disorder (DSPD) Westgate Unit at HMP Frankland in Durham. This ambitious and pioneering project is the first of its kind in the UK. The Melting Pot (MP) project specialises in developing and exploring creative writing activities which are specifically aimed at the DSPD prisoner. This report contains the findings of the final phase of the Melting Pot evaluation conducted by the Hallam Centre for Community Justice and funded by Northern Rock1. Phase One of the Melting Pot evaluation was a process evaluation which sought to give a 'broad brush' account of how the Melting Pot project had progressed since its inception, highlighting key successes, challenges and learning points along the way2. Following on from this initial context setting, Phase Two of the evaluation adopted a 'short and deep' approach which focused upon replicability and routes to impact. Thus, the key aims of Phase Two were to: - Facilitate organisational learning by: - identifying those key characteristics of Melting Pot which make it successful - assessing the extent to which these are replicable in other settings; - test out an approach for measuring impact (through the development of a 'routes to impact' tool); - provide evidence of impact (through implementation of the tool over a given time period); - enable further promotion of the Melting Pot to wider stakeholders and potential future funders. - Focus group with 11 prison staff; - in depth interviews with 4 MP participants; - interviews with two Visiting Writers; - Knowledge Harvesting activity with Melting Pot Co-ordinator/Lead Writer; - interview with Melting Pot participant mother. The data collected from these activities was thematically analysed and then combined with Phase One findings as well as data from the Co-ordinator/Lead Writer's journal and interim reports.

Details: Sheffield Hallam University, Hallam Centre for Community Justice, 2013. 55p.

Source: Internet Resource: Accessed April 16, 2015 at: http://artsevidence.org.uk/media/uploads/melting-pot-final-evaluation-report---dec-2013-(2).pdf

Year: 2013

Country: United Kingdom

URL: http://artsevidence.org.uk/media/uploads/melting-pot-final-evaluation-report---dec-2013-(2).pdf

Shelf Number: 135247

Keywords:
Correctional Programs (U.K.)
Creative Writing Program
Education
Rehabilitation Programs

Author: Sheffield Hallam University

Title: The Melting Pot: Year One Evaluation

Summary: The Melting Pot is a three year creative writing and mentoring programme, working with some of the most isolated and vulnerable prisoners at the Dangerous and Severe Personality Disorder (DSPD) Westgate Unit at HMP Frankland in Durham. This ambitious and pioneering project is the first of its kind in the UK. The Melting Pot (MP) project specialises in developing and exploring creative writing activities which are specifically aimed at the DSPD prisoner. The project is a direct result of a long-term development partnership between Writers in Prison Network (WIPN), the Writer in Residence at HMP Frankland (2002-2006), and the Learning and Skills Department at HMP Frankland. During 2007-2008, WIPN and the Sir James Knott Trust worked together to assess the impact of the Writer in Residency at HMP Frankland with a view to developing new project opportunities. This culminated in a successful bid to the Northern Rock Foundation by the Writer, with WIPN support, to deliver the three-year Melting Pot (MP) project. Thus, the concept of the MP was the creative vision of an enthusiastic Writer in Residence and was enabled by a cooperative and mutually beneficial relationship between the three key stakeholders, all of whom were keen to embrace development and innovation in working with some of the most challenging prisoners, in the most challenging of settings. Key Melting Pot project objectives are to: - offer a highly unique extra-curricular, sensitive and intelligent approach to creative writing and mentoring among DSPD prisoners; - identify and help contribute to the overall well being of men within the DSPD Unit; and - contribute to the therapeutic and rehabilitation programme within the DSPD setting. In the UK, a specific DSPD Programme operates within two high security establishments in the prison estate for men1 and specifically focuses on the rehabilitation needs of prisoners who are deemed to have dangerous personality disorders. Prisoners are encouraged to address their own personal difficulties and receive intensive therapeutic treatment programmes, along with interventions, such as education, sport, and extra-curricular meetings and visits.

Details: Sheffield, UK: Sheffield Hallam University, Hallam Centre for Community Justice, 2009. 36p.

Source: Internet Resource: Accessed April 20, 2015 at: http://artsevidence.org.uk/media/uploads/20090075-melting-pot---year-one-evaluation-report.pdf

Year: 2009

Country: United Kingdom

URL: http://artsevidence.org.uk/media/uploads/20090075-melting-pot---year-one-evaluation-report.pdf

Shelf Number: 135270

Keywords:
Correctional Programs (U.K.)
Creative Writing Program
Education
Rehabilitation Programs

Author: Burdick, Katherine

Title: Building Brighter Futures: Tools for Improving Academic and Career/Technical Education in the Juvenile Justice System

Summary: Youth typically enter juvenile justice placements with significant educational deficits. Nationally, as many as two-thirds of youth drop out of school after release from juvenile facilities. This publication examines one particular initiative that has shown great success in combating this problem - the Pennsylvania Academic and Career/Technical Training Alliance (PACTT). PACTT's model suggests that, despite the inevitable stress and disruption of juvenile placement, thoughtful interventions can help youth to get back on track.

Details: Philadelphia: Juvenile Law Center, 2015. 155p.

Source: Internet Resource: Accessed July 24, 2015 at: http://www.jlc.org/sites/default/files/publication_pdfs/Building-Better-Future-PACTT-ToolKit-4.2015.pdf

Year: 2015

Country: United States

URL: http://www.jlc.org/sites/default/files/publication_pdfs/Building-Better-Future-PACTT-ToolKit-4.2015.pdf

Shelf Number: 136158

Keywords:
Delinquency Prevention
Education
Juvenile Offenders
Vocational Education and Training

Author: Manno, Michelle

Title: Engaging Disconnected Young People in Education and Work. Findings from the Project Rise Implementation Evaluation

Summary: Educational attainment and early work experience provide a crucial foundation for future success. However, many young adults are disconnected from both school and the job market. Neglecting these young people can exact a heavy toll on not only the individuals but also society as a whole, for example, through lost productivity and tax contributions, increased dependence on public assistance, and higher rates of criminal activity. Project Rise served 18- to 24-year-olds who lacked a high school diploma or the equivalent and had been out of school, out of work, and not in any type of education or training program for at least six months. After enrolling as part of a group (or cohort) of 25 to 30 young people, Project Rise participants were to engage in a 12-month sequence of activities centered on case management, classroom education focused mostly on preparation for a high school equivalency certificate, and a paid part-time internship that was conditional on adequate attendance in the educational component. After the internship, participants were expected to enter unsubsidized employment, postsecondary education, or both. The program was operated by three organizations in New York City; one in Newark, New Jersey; and one in Kansas City, Missouri. The Project Rise program operations and evaluation were funded through the federal Social Innovation Fund (SIF), a public-private partnership administered by the Corporation for National and Community Service. The Mayor�s Fund to Advance New York City and the New York City Center for Economic Opportunity led this SIF project in collaboration with MDRC. Key Findings This report describes how the Project Rise program operated at each local provider, including the extent to which the participants were engaged and achieved desired outcomes. � Participants were attracted to Project Rise more by the education component than by the internship opportunity. � More than 91 percent of program enrollees attended at least some high school equivalency preparation or, less commonly, high school classes. On average, those who attended class received almost 160 hours of instruction. About 72 percent of enrollees began internships; over half of the internship participants worked more than 120 hours. � Although participants received considerable case management and educational and internship programming, the instability in participants� lives made it difficult to engage them continuously in the planned sequence of activities. Enrolling young people in cohorts with their peers, as well as support from case managers and other adult staff, seemed to help promote participant engagement. The education-conditioned internships appeared to have had a modest influence on encouraging engagement for some participants. � Within 12 months of enrolling in Project Rise, more than 25 percent of participants earned a high school equivalency credential or (much less commonly) a high school diploma; 45 percent of participants who entered with at least a ninth-grade reading level earned a credential or diploma. Further, about 25 percent entered unsubsidized employment in this timeframe. � It may be important to consider intermediate (or perhaps nontraditional) outcome measures in programs for disconnected young people, since such measures may reflect progress that is not apparent when relying exclusively on more traditional ones.

Details: New York: MDRC, 2015. 190p.

Source: Internet Resource: Accessed November 6, 2015 at: http://www.mdrc.org/sites/default/files/2015_Project_Rise_FR.pdf

Year: 2015

Country: United States

URL: http://www.mdrc.org/sites/default/files/2015_Project_Rise_FR.pdf

Shelf Number: 137212

Keywords:
At-Risk Youth
Delinquency Prevention
Education
Job Training

Author: de Hoyos, Rafael

Title: Out of School and Out of Work : Risk and Opportunities for Latin America's Ninis

Summary: One in five youth aged 15 to 24 in Latin America is out of school and not working (ninis). Nearly 60 percent of ninis in the region are from poor or vulnerable households in the bottom 40 percent of the income distribution, and 66 percent are women. At the same time, it is men who account for the growth in 2 million ninis during the last 20 years. The study undertakes a comprehensive diagnosis quantifying the problem, develops a conceptual framework identifying the determinants of youths' choices, uses all the available data to test the theoretical implications, and reviews the evidence regarding interventions that have proven effective in keeping youth in school and helping them become employed. The findings of the study offer policy makers in the region with options to provide opportunities to the region's 20 million ninis.

Details: Washington, DC: The World Bank, 2015. 65p.

Source: Internet Resource: Accessed February 1, 2016 at: One in five youth aged 15 to 24 in Latin America is out of school and not working (ninis). Nearly 60 percent of ninis in the region are from poor or vulnerable households in the bottom 40 percent of the income distribution, and 66 percent are women. At the same time, it is men who account for the growth in 2 million ninis during the last 20 years. The study undertakes a comprehensive diagnosis quantifying the problem, develops a conceptual framework identifying the determinants of youths' choices, uses all the available data to test the theoretical implications, and reviews the evidence regarding interventions that have proven effective in keeping youth in school and helping them become employed. The findings of the study offer policy makers in the region with options to provide opportunities to the region's 20 million ninis.

Year: 2015

Country: Latin America

URL: One in five youth aged 15 to 24 in Latin America is out of school and not working (ninis). Nearly 60 percent of ninis in the region are from poor or vulnerable households in the bottom 40 percent of the income distribution, a

Shelf Number: 137715

Keywords:
Delinquency Prevention
Education
Employment
St-Risk Youth

Author: Action for Children North Carolina

Title: From Push Out to Lock Up: North Carolina's Accelerated School-to-Prison Pipeline

Summary: More than 80 percent of today's fastest-growing and highest-paying jobs require post-secondary education or training. In the 21st century global economy, a high school diploma and resultant skills to succeed in college and the workplace are essential. And yet, each year far too many students in North Carolina fail to graduate on time with their peers. Studies have shown a link between juvenile and adult criminal system involvement and dropouts. A student arrested in high school is twice as likely to leave school early or to be pushed out, and a court involved high school student is four times as likely to drop out of school as his or her peers. Although juvenile delinquency has declined across the nation and the state, the percentage of complaints filed against juveniles that originate in North Carolina public schools continues to rise. The funneling of students from schools to jail or prison is a national phenomenon that has come to be called the school-to-prison pipeline. North Carolina's pipeline differs from that in most other states because it deposits 16- and 17-year-old students directly into the adult criminal system, regardless of the severity of their alleged offense. Juveniles who are prosecuted in the adult system are more likely to reoffend, and to commit more serious crimes when they do, than youth who receive age-appropriate treatment and rehabilitation through the juvenile justice system. The stigma of an adult criminal record erects barriers that, in many cases, prevent young people from reintegrating into society, successfully transitioning into the workforce or pursuing advanced education or training. The school-to-prison pipeline leaks talent and potential from North Carolina's future workforce, while limiting the trajectory of many of our students' lives. Investing in dismantling the school-to-prison pipeline is good policy because it ensures that students become productive and contributing members of society. At a time when businesses face an increasingly competitive global marketplace, it is imperative that every student in North Carolina graduates from high school prepared to pursue college and career success. This report presents a statewide overview of the various segments in North Carolina's school-to-prison pipeline that move vulnerable students into the court system: underfunded schools, harsh discipline, increased policing of school hallways and a lack of adequate intervention programs or alternative education placements. The final section of the report proposes four recommendations to begin dismantling the school-to-pipeline: 1.Raise the age of juvenile court jurisdiction from 16 to 18 for youth who commit misdemeanor offenses; 2.Implement evidence based reforms to ensure equitable treatment for all students in North Carolina; 3.Improve data collection and reporting requirements to better inform school administrators, parents and policymakers; and 4.Establish a legislative task force on school discipline policies.

Details: Raleigh, NC: Action for Children North Carolina, 2013. 50p.

Source: Internet Resource: Accessed April 21, 2016 at: http://www.ncchild.org/wp-content/uploads/2014/05/2013_STPP-FINAL.pdf

Year: 2013

Country: United States

URL: http://www.ncchild.org/wp-content/uploads/2014/05/2013_STPP-FINAL.pdf

Shelf Number: 132009

Keywords:
Education
Juvenile Offenders
School Discipline
School Suspensions
School-to-Prison Pipeline

Author: Litwok, Daniel

Title: Have You Ever Been Convicted of a Crime? The Effects of Juvenile Expungement on Crime, Educational, and Labor Market Outcomes

Summary: Despite differing terminology, all fifty states and the District of Columbia have statutory remedies allow ing records of juvenile delinquency to be treated as if they do not exist , eliminating the possibility that a future college or employer may learn of the record. Whereas most states require a n application for such "expungement " of a juvenile record , in fourteen states the expungement is automatic. Ba sed on unique data obtained from three application states, I find that expungement is rarely used when an application is required. To study the effect of expungement on youths, I develop a conceptual model to consider the dynamic incentives created by automatic expungement that predicts an increase in the incen tives to initially commit crime but a reduction in the incentives to commit additional crime as an adult . Based on this model, I estimate the e ffects of expungement on juvenile arrest, recidivism as an adult , educational attainment , and future labor market outcomes . I find no response to the incentive for first time offenders in automatic states, but I do find a ne gative effect on long - term recidivism. I also find sizeable positive effect s of ex pungement on college attendance and future earnings . These findings suggest that expungement is beneficial to former offenders with limited social costs

Details: East Lansing, MI: Michigan State University, Department of Economics, 2014. 75p.

Source: Internet Resource: Job Market Paper: Accessed July 11, 2016 at: http://econ.msu.edu/seminars/docs/Expungement%20112014.pdf

Year: 2014

Country: United States

URL: http://econ.msu.edu/seminars/docs/Expungement%20112014.pdf

Shelf Number: 139597

Keywords:
Criminal Record
Education
Employment
Ex-Offender Employment
Expungement
Juvenile Crime

Author: U.S. Department of Education, Policy and Program Studies Service

Title: State and Local Expenditures on Corrections and Education

Summary: Over the past three decades, state and local government expenditures on prisons and jails have increased about three times as fast as spending on elementary and secondary education. At the postsecondary level, the contrast is even starker: from 1989-90 to 2012-13, state and local spending on corrections rose by 89 percent while state and local appropriations for higher education remained flat. This increase in corrections spending has been driven by - among other factors - an increase in the number of people incarcerated in prisons and jails. The United States has only 5 percent of the world's population but more than 20 percent of the world's incarcerated population (Lee 2015). Linkages exist between educational attainment and incarceration. For example, two-thirds of state prison inmates have not completed high school (BJS 2009). Young black men between the ages of 20 and 24 who do not have a high school diploma (or an equivalent credential) have a greater chance of being incarcerated than of being employed (Neal and Rick 2014).

Details: Washington, DC: U.S. Department of Education, 2016. 31p.

Source: Internet Resource: Accessed July 25, 2016 at: http://www2.ed.gov/rschstat/eval/other/expenditures-corrections-education/brief.pdf

Year: 2016

Country: United States

URL: http://www2.ed.gov/rschstat/eval/other/expenditures-corrections-education/brief.pdf

Shelf Number: 139852

Keywords:
Costs of Corrections
Costs of Criminal Justice
Criminal Justice Expenditures
Education

Author: Dirks, Annelieke

Title: For the Youth: Juvenile Delinquency, Colonial Civil Society and the Late Colonial State in the Netherlands Indies, 1872-1942

Summary: This dissertation project focuses on forced re-education policies for juvenile delinquents in the Netherlands Indies (now Indonesia) and uses this topic to show the interaction between a 'modernizing' Dutch colonial state and the growth of a colonial civil society, between approximately 1872 and 1942. It uncovers specific government and private initiatives - like state re-education institutes, orphanages, and schools - that attempted to turn young delinquents of Indonesian and (Indo-)European heritage into 'proper' Dutch colonial subjects and citizens. The dissertation shows that a colonial civil society - both European and indigenous - was rapidly developing in the twentieth century and had an undeniable influence on state policies. The book also seeks to understand and reveal the influence of racialized government and private reform policies on the lives of the children that were deemed 'delinquent', their parents and communities. This dissertation focuses on forced re-education policies for juvenile delinquents in the Netherlands Indies (now Indonesia) and uses this topic to show the interaction between a 'modernizing' Dutch colonial state and the growth of a 'colonial civil society', between approximately 1872 and 1945. It explains the development of specific government and private initiatives - like state re-education institutes, orphanages, and schools - that attempted to turn young delinquents of Indonesian and (Indo-)European heritage into 'proper' Dutch colonial subjects and citizens. The dissertation shows that a colonial civil society was rapidly developing in the twentieth century and had an undeniable influence on state policies. The dissertation reveals the impact of racialized government and private reform policies on the lives of the children that were deemed 'delinquent', their parents and communities.

Details: Leiden: Leiden University, 2011. 374p.

Source: Internet Resource: Dissertation: Accessed July 29, 2016 at: https://openaccess.leidenuniv.nl/handle/1887/17773

Year: 2011

Country: Indonesia

URL: https://openaccess.leidenuniv.nl/handle/1887/17773

Shelf Number: 139892

Keywords:
Education
Juvenile Delinquency
Netherlands Indies

Author: Quattri, Maria

Title: Child Labour and Education: A survey of slum settlements in Dhaka

Summary: Urbanisation has powered Bangladesh’s development. But it has gone hand-in-hand with the rapid growth of urban slums marked by high levels of poverty and low levels of service provision. In these slums, child labour is rife. Child labour and education: a survey of slum settlements in Dhaka presents findings from one of the largest surveys on child work and education conducted in Bangladesh. ODI research found that 15% of 6 to 14-year-old children in Dhaka's slums were out of school and engaged in full-time work. Average working hours for these children were well beyond the 42-hour limit set by national legislation. The garments sector accounted for two thirds of female working children, raising serious concerns over garment exports and child labour. By the age of 14, almost half of children living in the slums of Dhaka were working. The research shows how early exposure to work and withdrawal from education are harmful to children. This report offers recommendations for coordinated, cross-sectoral policies to break the link between child labour, social disadvantage and restricted opportunities for education. Policies must be integrated to span the regulation of labour markets, education, child welfare and wider global strategies for poverty reduction – what we found in Dhaka is a microcosm of a global problem that should be at the centre of the international agenda.

Details: London: Overseas Development Institute (ODI), 2016. 80p.

Source: Internet Resource: Accessed December 16, 2016 at: https://www.odi.org/sites/odi.org.uk/files/resource-documents/11145.pdf

Year: 2016

Country: Bangladesh

URL: https://www.odi.org/sites/odi.org.uk/files/resource-documents/11145.pdf

Shelf Number: 147763

Keywords:
Child Labor
Child Welfare
Education
Poverty
Slums

Author: Morris, Monique W.

Title: Race, Gender and the School-to-Prison Pipeline: Expanding Our Discussion to Include Black Girls

Summary: The school-to-prison pipeline refers to the policies, practices, and conditions that facilitate both the criminalization of educational environments and the processes by which this criminalization results in the incarceration of youth and young adults. This Report discusses the literature on the "school-to- prison pipeline" and explores why the "pipeline" analogy may not accurately capture the education system pathways to confinement for Black girls.

Details: Cambridge, MA: The Schott Foundation for Public Education and African American Policy Forum, 2012. 23p.

Source: Internet Resource: Accessed February 7, 2017 at: http://schottfoundation.org/resources/race-gender-and-school-prison-pipeline-expanding-our-discussion-include-black-girls

Year: 2012

Country: United States

URL: http://schottfoundation.org/resources/race-gender-and-school-prison-pipeline-expanding-our-discussion-include-black-girls

Shelf Number: 145378

Keywords:
Education
Minorities
School Policies
School-to-Prison Pipeline

Author: Haskins, Anna R.

Title: Schools as Surveilling Institutions? Paternal Incarceration, System Avoidance, and Parental Involvement in Schooling

Summary: Parents play important roles in their children's lives, and parental involvement in elementary schooling in particular is meaningful for a range of child outcomes. Given the increasing number of school-aged children with incarcerated parents, this study explores the ways paternal incarceration is associated with mothers' and fathers' reports of home- and school-based involvement in schooling. Using Fragile Families Study data, findings suggest that a father's incarceration inhibits his school- and home-based involvement in schooling, while associations for maternal involvement are weaker. Results are robust to alternative specifications of incarceration that address concerns about selection and unobserved heterogeneity. Findings also hold when teachers' reports are substituted, and across levels of father-child contact. Lastly, a test of the system avoidance mechanism is conducted, and results suggest it partially explains reductions in school involvement for fathers following incarceration. Given the reoccurring interest in the interconnection between families and schools and how this translates into success, this study suggests that paternal incarceration is associated with lower parental involvement in schooling and highlights the role of system avoidance in this association. Attachment to social institutions like schools is quite consequential, and this work highlights another way mass incarceration influences social life in the US.

Details: Ithaca, NY: Cornell University, Department of Sociology, 2017. 49p.

Source: Internet Resource: Fragile Families Working Paper WP17-02-FF: Accessed April 12, 2017 at: http://crcw.princeton.edu/workingpapers/WP17-02-FF.pdf

Year: 2017

Country: United States

URL: http://crcw.princeton.edu/workingpapers/WP17-02-FF.pdf

Shelf Number: 144816

Keywords:
Children of Prisoners
Education
Families of Inmates
Parenting

Author: Kalsi, Priti

Title: Not my Problem: The Impact of U.S. Deportation of Criminals on Education in El Salvador

Summary: .Exploiting a change in American immigration policy that increased deportations of criminals and introduced U.S.-based gangs to El Salvador, I study the impact of the ex- expansion of U.S.-based gangs on gender-specific education accumulation in El Salvador. I identify regions with high U.S.-based gang presence by locating areas with large drops in homicides after a recent truce between two major U.S.-based gangs. I show that these areas became disproportionately more violent as more criminals were deported from the United States to El Salvador. Using variation in both timing of American policy and gang intensity within a location, I estimate a dfference-in-dfferences model to study the impact of increased gang exposure on children's education. I find that the establishment of gangs hinders basic education (comparable to U.S. grades 1-9) attainment for boys. The results for girls are weaker and mostly statistically indistinguishable from zero. Age-specific analysis reveals that exposure to gangs starts to negatively impact boys' schooling in their pre-teen years. Supporting the exogeneity of the law-change, I find that the timing of the American immigration policy is important in explaining the effects. I show that only children who were young at the time of the policy exhibit lower education completion, while individuals who were old enough to have completed their schooling are not impacted. I further argue that the results are not driven by selective migration within El Salvador or abroad. Finally, the mechanism explaining the results in this paper appears to be exposure to gangs and not just high rates of violence. I do not find evidence suggesting that boys joining gangs explain the effects. Instead, a likely mechanism is that boys in gang areas increase employment perhaps in response to gangs' extortion practices.

Details: Chico, CA: Department of Economics, California State University at Chico, 2015. 46p.

Source: Internet Resource: Accessed July 27, 2017 at: http://www.sole-jole.org/16147.pdf

Year: 2015

Country: El Salvador

URL: http://www.sole-jole.org/16147.pdf

Shelf Number: 146583

Keywords:
Deportation
Education
Gangs
Immigration Policy
Youth Gangs

Rutgers - School of Law, Newark

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