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Juvenile Justice Education Research and Quality Assurance

School of Criminology and Criminal Justice Florida State University

Thomas G. BlombergDean and Sheldon L. Messinger

Professor of Criminology

George B. PestaResearch CoordinatorJJEEP

Prepared for Presentation at the Transition Conference

National Evaluation and Technical Assistance Center for Education of Children and Youth Who are Neglected, Delinquent, or At-Risk 

Sponsored by the office of Elementary and Secondary Education, U.S. Department of Education, Washington, D.C.

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Presentation Outline

I - I - IntroductionIntroduction

II - Assessing Quality Education in relation II - Assessing Quality Education in relation to Academic Attainment and to Academic Attainment and Community ReintegrationCommunity Reintegration

III - Developing a Quality Assurance III - Developing a Quality Assurance Monitoring System for Juvenile Justice Monitoring System for Juvenile Justice SchoolsSchools

IV - Questions and AnswersIV - Questions and Answers

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Background Information

JJEEP’s Major Goals JJEEP’s Major Goals Best Education Practices Research Best Education Practices Research Educational Quality Assurance (QA) Educational Quality Assurance (QA)

of Florida’s Juvenile Justice Schoolsof Florida’s Juvenile Justice Schools Technical Assistance for School Technical Assistance for School

Districts and Educational ProvidersDistricts and Educational Providers State Legislative and Department of State Legislative and Department of

Education Policy RecommendationsEducation Policy Recommendations

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Florida’s Juvenile Justice Schools Approximately 196 facilities with education Approximately 196 facilities with education

services provided onsiteservices provided onsite Approximately 10,000 youth on any given dayApproximately 10,000 youth on any given day Facility size ranges from 15 to 350 youthFacility size ranges from 15 to 350 youth 75% of residential custody & care services are 75% of residential custody & care services are

privatizedprivatized 50% of education services are privatized 50% of education services are privatized Local school districts are ultimately Local school districts are ultimately

responsible for all educational servicesresponsible for all educational services

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Prior Literature

While there are variations in the findings reported While there are variations in the findings reported in the delinquency and life course literature, a in the delinquency and life course literature, a major theme that has emerged is major theme that has emerged is continuitycontinuity in the in the life course. It has been found in numerous studies life course. It has been found in numerous studies that problem children often become adolescent that problem children often become adolescent delinquents and subsequent adult criminals. As a delinquents and subsequent adult criminals. As a result, an often voiced conclusion is that the “best” result, an often voiced conclusion is that the “best” predictor of future behavior is past behavior predictor of future behavior is past behavior (Robins (Robins 1966, West and Farrington 1977, Wolfgang et al. 1987, 1966, West and Farrington 1977, Wolfgang et al. 1987,

Patterson 1992, and Moffit 1993).Patterson 1992, and Moffit 1993).

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A Dynamic Life Course Conceptualization In a well received study, Sampson and Laub (1993) argue

that childhood antisocial behavior and adolescent delinquency are linked to adult crime in part through weak social bonds. However, they also contend that certain life events and socialization experiences in the life course may counteract earlier life experiences. Specifically, Sampson and Laub present findings demonstrating that such young adult transitions and subsequent social ties resulting from marriage, employment or military service can serve as positive turning points in the life course.

Sampson and Laub recommend that subsequent research needs to identify and explore more fully other potential life course transitions and associated social ties occurring not only during young adulthood but during adolescence that may facilitate either continuity or change in the life course.

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Self Selection and Life Events

Self-Selection = Social Control and Self-Selection = Social Control and Individual DecisionsIndividual Decisions

Life Events = Education, Jobs, Marriage, Life Events = Education, Jobs, Marriage, Military Service, etc.Military Service, etc.

Combining Self-Selection and Life EventsCombining Self-Selection and Life Events

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Research Methods and Data Cohort of 4,794 youth released from 113 Cohort of 4,794 youth released from 113

residential juvenile justice facilities residential juvenile justice facilities throughout Florida in fiscal year 2000-throughout Florida in fiscal year 2000-2001 are being longitudinally tracked2001 are being longitudinally tracked

Student data from official State DatabasesStudent data from official State Databases DOE and FDLEDOE and FDLE

Program level data on Educational Program level data on Educational Quality and Program CharacteristicsQuality and Program Characteristics

Statistical method Statistical method Logistic regressionLogistic regression Statistical significance is <.05 Statistical significance is <.05

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Research Question 11.1. Does receipt of high quality education while Does receipt of high quality education while

incarcerated increase the likelihood of particular youth incarcerated increase the likelihood of particular youth returning to school following release?returning to school following release?

Exposure to high quality education while incarcerated Exposure to high quality education while incarcerated increased the likelihood of youth returning to school increased the likelihood of youth returning to school following release from low/moderate risk programs.following release from low/moderate risk programs.

Youth released from high/maximum risk programs did Youth released from high/maximum risk programs did not benefit from high quality education as measured by not benefit from high quality education as measured by return to school.return to school.

Youth released from low/moderate risk programs Youth released from low/moderate risk programs comprised 73% of the residential releases in the cohort comprised 73% of the residential releases in the cohort and the 27% of the youth released from high/maximum and the 27% of the youth released from high/maximum risk programs represented youth who were likely more risk programs represented youth who were likely more entrenched in delinquency.entrenched in delinquency.

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Research Question 2

2.2. Does above average academic achievement Does above average academic achievement while incarcerated increase the likelihood of while incarcerated increase the likelihood of particular youth returning to school following particular youth returning to school following release?release?

Academic attainment was strongly correlated to Academic attainment was strongly correlated to whether youth return to school following whether youth return to school following releaserelease

This finding was statistically significant for This finding was statistically significant for youth released from low/moderate risk youth released from low/moderate risk programsprograms

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Research Question 3

3.3. Does the receipt of high school or GED Does the receipt of high school or GED diplomas while incarcerated reduce the diplomas while incarcerated reduce the likelihood of particular youth begin rearrested likelihood of particular youth begin rearrested following release?following release?

Youth who earned a high school or GED Youth who earned a high school or GED diploma while incarcerated were less likely to diploma while incarcerated were less likely to be rearrested following releasebe rearrested following release

This finding was statistically significant for This finding was statistically significant for youth release form high/maximum risk youth release form high/maximum risk programsprograms

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Research Question 4 4.4. Does returning to school with above average Does returning to school with above average

attendance reduce the likelihood of particular attendance reduce the likelihood of particular youth being rearrested following release?youth being rearrested following release?

Youth who return to school are less likely to be Youth who return to school are less likely to be rearrested following releaserearrested following release

Moreover, above average school attendance Moreover, above average school attendance further reduces the likelihood of rearrestfurther reduces the likelihood of rearrest

This finding was statistically significant for This finding was statistically significant for youth released from low/moderate risk youth released from low/moderate risk programs programs

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Research Question 55.5. How does prior school performance and attachment How does prior school performance and attachment

influence the response of particular youth to education influence the response of particular youth to education while incarcerated, their subsequent return to school, while incarcerated, their subsequent return to school, and rearrest following release? and rearrest following release?

Prior school performance and attachment significantly Prior school performance and attachment significantly influences youths’ participation in school while influences youths’ participation in school while incarcerated and their likelihood of returning to school incarcerated and their likelihood of returning to school and being rearrested following releaseand being rearrested following release

Youth with high attachment to school are more likely to Youth with high attachment to school are more likely to benefit from exposure to high quality education while benefit from exposure to high quality education while incarcerated, regardless of their level of delinquency, incarcerated, regardless of their level of delinquency, by increasing their likelihood of returning to schoolby increasing their likelihood of returning to school

Youth with high prior school performance and Youth with high prior school performance and attachment to school were also more likely to benefit attachment to school were also more likely to benefit from returning to school by reducing their likelihood of from returning to school by reducing their likelihood of being rearrestedbeing rearrested

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Summary Our combined cohort of maximum, high, Our combined cohort of maximum, high,

moderate, and low risk delinquent youth was moderate, and low risk delinquent youth was comprised of youth characterized by comprised of youth characterized by disproportionate educational deficiencies as disproportionate educational deficiencies as compared to matched public school students compared to matched public school students resulting in major challenges for the provision of resulting in major challenges for the provision of quality and effective educational services while quality and effective educational services while incarceratedincarcerated

The results indicate that high quality education The results indicate that high quality education can serve as a turning point particularly in the can serve as a turning point particularly in the life course of low and moderate risk incarcerated life course of low and moderate risk incarcerated delinquentsdelinquents

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While our cohort of delinquent youth suffered While our cohort of delinquent youth suffered disproportionate educational deficiencies, it is disproportionate educational deficiencies, it is likely that the moderate and low risk youth were likely that the moderate and low risk youth were less entrenched and committed to their delinquent less entrenched and committed to their delinquent life course as compared to the maximum and high life course as compared to the maximum and high risk delinquentsrisk delinquents

Continued longitudinal tracking of our cohort is Continued longitudinal tracking of our cohort is necessary to more fully address the conditions necessary to more fully address the conditions under which continuity or turning points occur under which continuity or turning points occur and are sustained or not during transition from and are sustained or not during transition from incarceration into the community and throughout incarceration into the community and throughout the life course including the role of marriage, the life course including the role of marriage, jobs, military service, etc. jobs, military service, etc.

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Policy Implications:Policy Implications:

The No Child Left Behind Act (NCLB) of 2001 The No Child Left Behind Act (NCLB) of 2001 is intended to increase the educational is intended to increase the educational opportunities for all students in public schools opportunities for all students in public schools and in juvenile justice facilities throughout the and in juvenile justice facilities throughout the United States.United States.

Since the inception of Juvenile Courts at the Since the inception of Juvenile Courts at the turn of the Twentieth Century, the quality of turn of the Twentieth Century, the quality of juvenile justice education programs juvenile justice education programs throughout the country has been uneven and throughout the country has been uneven and inferior to public schools.inferior to public schools.

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If states are able to successfully implement the If states are able to successfully implement the various NCLB juvenile justice school various NCLB juvenile justice school requirements and practices, educational requirements and practices, educational opportunity will be substantially increased for opportunity will be substantially increased for incarcerated delinquent youth throughout the incarcerated delinquent youth throughout the country thereby providing the potential for country thereby providing the potential for positive turning points in the life course of positive turning points in the life course of countless numbers of youth.countless numbers of youth.

Indeed, the challenge will be to overcome Indeed, the challenge will be to overcome various impediments during the various impediments during the implementation of NCLB (i.e. ideological and implementation of NCLB (i.e. ideological and professional resistance, politics, and various professional resistance, politics, and various other bureaucratic obstacles)other bureaucratic obstacles)

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Continuing Research Extended longitudinal findingsExtended longitudinal findings

2-3 years post release2-3 years post release Second cohort using same methodsSecond cohort using same methods

Different year of releaseDifferent year of release 1-2 years post-release1-2 years post-release

Comparison of specific subgroups within Comparison of specific subgroups within the population the population Special education students (behavior disorders v.s. Special education students (behavior disorders v.s.

learning disabled)learning disabled) Students who earn diplomas while incarcerated Students who earn diplomas while incarcerated

(GED v.s. Standard H.S. Diploma)(GED v.s. Standard H.S. Diploma) Younger and older youthYounger and older youth

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Developing an Effective Educational Quality Assurance

System for Juvenile Justice Schools

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The Context of Delinquent Populations –Difficulties with Educating Incarcerated Youth An average 1-2 years behind their age appropriate grade An average 1-2 years behind their age appropriate grade

levellevel 43% have some form of disability43% have some form of disability Chronic histories of school failure, truancy, dropout, Chronic histories of school failure, truancy, dropout,

and school discipline problemsand school discipline problems High mobility ratesHigh mobility rates

Large facilities in rural areas make providing parental Large facilities in rural areas make providing parental involvement and transition services difficultinvolvement and transition services difficult

The juvenile justice system is often not part of the public The juvenile justice system is often not part of the public school systemschool system

Difficulties in recruiting and retaining qualified teachers Difficulties in recruiting and retaining qualified teachers The education component of a juvenile justice program The education component of a juvenile justice program

often competes for resources with other areas such as often competes for resources with other areas such as security and treatmentsecurity and treatment

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Litigation in Juvenile Justice 1983 - Florida’s juvenile justice system fell under 1983 - Florida’s juvenile justice system fell under

scrutiny for excessive use of force, lack of due scrutiny for excessive use of force, lack of due process, lack of educational services, IDEAprocess, lack of educational services, IDEA

In the past two decades In the past two decades 34 34 states have states have experienced litigation regarding their juvenile experienced litigation regarding their juvenile justice institutions (most common cause for these justice institutions (most common cause for these suits has been educational services) suits has been educational services) n=50n=50

As a result, As a result, 1919 states have changed their states have changed their organizational structure organizational structure (n=48) (n=48)

And And 16 16 statesstates developed ordeveloped or changed their changed their accountability system accountability system (n=48) (n=48)

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Florida’s Reaction to Litigation – Bobby M. 1990 – 19941990 – 1994 Began revamping the juvenile justice Began revamping the juvenile justice

system. system. Closed one state training school and reduced population in two Closed one state training school and reduced population in two

othersothers Created one agency for Dependent youth and a separate agency Created one agency for Dependent youth and a separate agency

for Delinquent youthfor Delinquent youth

In In 19951995, the Florida DOE developed the first set of , the Florida DOE developed the first set of Quality Assurance Education StandardsQuality Assurance Education Standards Based on Special Education performance standards and Based on Special Education performance standards and

statutory authority statutory authority

In In 19981998, the Florida DOE contracted with FSU , the Florida DOE contracted with FSU Added research componentAdded research component Began providing technical assistanceBegan providing technical assistance Used research to guide the Quality Assurance systemUsed research to guide the Quality Assurance system

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The Initial Development of Florida‘s Quality Assurance System

In 1998, JJEEP conducted an extensive In 1998, JJEEP conducted an extensive literature review in the areas of juvenile literature review in the areas of juvenile justice education and the education of at-justice education and the education of at-risk studentsrisk students

Sponsored five regional meetings Sponsored five regional meetings throughout the state to solicit input from throughout the state to solicit input from juvenile justice teachers and principalsjuvenile justice teachers and principals

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Promising Educational Practices from the Literature Initial AssessmentsInitial Assessments Educational PlanningEducational Planning Transition Planning & Transition Planning &

ServicesServices Parent InvolvementParent Involvement

Curriculum & InstructionCurriculum & Instruction Individualized CurriculumIndividualized Curriculum Vocational ProgrammingVocational Programming Special EducationSpecial Education GED PrepGED Prep Cultural DiversityCultural Diversity Psychosocial EducationPsychosocial Education

Teacher Qualifications Teacher Qualifications & Professional & Professional DevelopmentDevelopment

Effective School Effective School EnvironmentEnvironment Adequate SpaceAdequate Space Instructional MaterialsInstructional Materials Community InvolvementCommunity Involvement Separate Educational Separate Educational

BudgetBudget

AftercareAftercare

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Continuing Development of Florida's Quality Assurance System

Annual Raising of the BarAnnual Raising of the Bar Incorporating Latest Best Practice Research Incorporating Latest Best Practice Research

& Experience & Experience Implementing New Legislation Implementing New Legislation Facilitating School District and Provider Facilitating School District and Provider

Input Annually through Standard RevisionsInput Annually through Standard Revisions

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Increasing Accountability for Juvenile Justice Education 1999 – HB 3491999 – HB 349

Research and technical assistance, Sanctions and Research and technical assistance, Sanctions and interventions, LEA contract managementinterventions, LEA contract management

2000 – State Board of Education Rule2000 – State Board of Education Rule Testing, Student planning, Records, School related Testing, Student planning, Records, School related

transition services, Diversified curriculum and transition services, Diversified curriculum and diploma optionsdiploma options

2001 – SB 24642001 – SB 2464 Educational Funding, Space, VocationalEducational Funding, Space, Vocational

2002 – No Child Left Behind2002 – No Child Left Behind Improve education services, Return to school, Highly Improve education services, Return to school, Highly

qualified teachers, Program evaluation, qualified teachers, Program evaluation,

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Quality Assurance Standards Transition Transition

Enrollment, testing, planning (academic and transition), Enrollment, testing, planning (academic and transition), guidance, parent involvementguidance, parent involvement

Service Delivery Service Delivery Curriculum and instruction (vocational, academic, Curriculum and instruction (vocational, academic,

reading, employability/social), special education servicesreading, employability/social), special education services Educational Resources and Learning Environment Educational Resources and Learning Environment

Teacher qualifications, collaboration, educational Teacher qualifications, collaboration, educational resourcesresources

Contract ManagementContract Management Local school district accountability and oversightLocal school district accountability and oversight

For a full version of JJEEP’s Standards, visit our website at For a full version of JJEEP’s Standards, visit our website at www.jjeep.orgwww.jjeep.org

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Quality Assurance Process QA Review Protocol and MethodologyQA Review Protocol and Methodology

Triangulation of InformationTriangulation of Information Documentation, Interviews, & ObservationsDocumentation, Interviews, & Observations

Peer ReviewersPeer Reviewers Follow-up with low performing programsFollow-up with low performing programs Provide technical assistance through site visits Provide technical assistance through site visits

and conferencesand conferences

Process vs. Component ComplianceProcess vs. Component Compliance Talk to teachers and kids, Observe classrooms Talk to teachers and kids, Observe classrooms How are materials and information used? How are materials and information used?

Is the process part of the program’s culture?Is the process part of the program’s culture?

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Current Longitudinal Research How should outcome information How should outcome information

influence new Quality Assurance influence new Quality Assurance standards and process?standards and process?

What types of educational services best What types of educational services best benefit which type of students?benefit which type of students?

The only thing constant in JJEEP is The only thing constant in JJEEP is change (continuous evaluation, strategic change (continuous evaluation, strategic planning, new legislation, new research)planning, new legislation, new research)

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Visit our website for information on research, Visit our website for information on research, standards, technical assistance documents, standards, technical assistance documents, and links related to juvenile justice educationand links related to juvenile justice education

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