National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk
Research shows that youth in juvenile justice facilities tend to have lower academic skill levels than their nonincarcerated peers, often compounded by a history of negative school experiences. This guide provides recommendations along with related strategies and examples to assist teachers, administrators, and program coordinators in navigating the challenges faced by youth in short-term facilities and in implementing research-based instruction to improve mathematics proficiency.
Students who are unable to read when released from a correctional facility often face a host of social and economic difficulties, including future unemployment and welfare dependence. This guide builds upon NDTAC’s previously published issue brief on literacy by providing five research-based recommendations and numerous strategies designed to assist administrators, teachers, and Part D coordinators in improving literacy skills and outcomes for these youth.
This issue brief illustrates the correlation between low literacy and involvement in the juvenile justice system and explores the impact of reading interventions on youth during and after incarceration.
Published January 2010
NDTAC's Fast Facts Web pages provide easy-to-understand national and State-by-State data tables and graphics reflecting student demographics, academic performance, academic and vocational outcomes, and more. These pages now include data for school year 2007–08.
September 16, 2010, 2:00 - 3:30 pm ET
The Data Corner is a one-stop-shop for resources related to State reporting, the Annual Child Count, assessments, and statistics.
John McLaughlin is the Federal Program Manager for the Title I, Part D, Neglected, Delinquent, or At-Risk Program.