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Changes in Literacy and Recidivism in Juvenile Corrections

Changes in Literacy and Recidivism in Juvenile Corrections. Victoria L. Williams Temple University Psychology Mentor: Philip W. Harris, Ph.D. Overview. Background Research Questions Hypothesis Methodology Implications. Background. The Problem. The Problem.

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Changes in Literacy and Recidivism in Juvenile Corrections

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  1. Changes in Literacy and Recidivism in Juvenile Corrections Victoria L. Williams Temple University Psychology Mentor: Philip W. Harris, Ph.D.

  2. Overview • Background • Research Questions • Hypothesis • Methodology • Implications

  3. Background

  4. The Problem

  5. The Problem • The average juvenile offender is 15 years old. • They should be in the 9th grade. • But the majority of them are reading at the 4th grade level. • 36% of offenders that are released after the age of 16 don’t return to school.

  6. The Reason?

  7. Barriers

  8. Research Questions • Do reading grade levels increase during placement in a juvenile correction facility? AND • If reading levels increase, does this lead to a decrease in the rate of recidivism?

  9. Hypothesis

  10. Proposed Methodology • Multiple Regression Analysis • How strongly certain variables relate to each other • Twoseparate regression analyses • DV1: Reading level change score • DV2: Recidivism

  11. Regression Analysis #1 Change Score = Reading Level at Discharge – Reading Level at Intake

  12. Regression Analysis #2 Recidivism = Has the juvenile committed a new offense

  13. Sample Population • 1,370 Juvenile Delinquents • 1,291 Males : 79 Females • Age Range: 12 - 20 • ProDES population database • 4 Stage Case Tracking System

  14. Preliminary Implication • Juvenile corrections should focus more on improving reading skills if recidivism rates decrease due to an increase in reading levels.

  15. References • Geib, C., Chapman, J. F., D'Amaddio, A. H., & Grigorenko, E. L. (2011). The education of juveniles in detention: Policy considerations and infrastructure development. Learning & Individual Differences, 21(1), 3-11. doi:10.1016/j.lindif.2010.05.002 • Hodges, J., Giuliotti, N., and Porpotage, F.M. 1994. Improving Literacy Skills of Juvenile Detainees. Bulletin. Washington, D.C.: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. NCJ 150707. • Krezmien, Michael P. and Mulcahy, Candace A. (2008) ‘Literacy and Delinquency: Current Status of Reading Interventions With Detained and Incarcerated Youth’, Reading & Writing Quarterly, 24: 2, 219-238 • O’Cummings, M., Bardack, S., & Gonsoulin, S. (2010). Issue Brief: The Importance of Literacy for Youth Involved in the Juvenile Justice System. Washington, DC: National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk (NDTAC). Online at http://www.neglected-delinquent.org/nd/docs/literacy_brief_20100120.pdf • Risler, Ed, and Tom O'Rourke. "Thinking exit at entry: exploring outcomes of Georgia's juvenile justice educational programs." Journal of Correctional Education 60.3 (2009): 225+. Academic OneFile. Web. 14 May 2011. 2011. • Vacca, James. "Crime can be prevented if schools teach juvenile offenders to read." Children and Youth Services Review 30.9 (2008): n. pag. www.sciencedirect.com. Web. 5 May 2011 • Young, M., Phillips, R., & Nasir, N.. (2010). SCHOOLING IN A YOUTH PRISON. Journal of Correctional Education, 61(3), 203-222.  Retrieved May 14, 2011, from ProQuest Criminal Justice. (Document ID: 2266015441).

  16. Acknowledgements • Ronald E. McNair Post-Baccalaureate Program • Philip W. Harris, Ph.D. Criminal Justice • Fellow Temple University McNair Scholars and Staff

  17. Questions

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