Changing School Structures To Benefit High-Risk Youths (From Understanding Troubled and Troubling Youth, P 246-271, 1990, Peter E Leone, ed. -- See NCJ-124182)

• NCJ Number: 124194
• Author(s): D C Gottfredson
• Date Published: 1990
• Length: 26 pages
• Sale Source: Sage Publications, Inc
• Publication Type: Program/Project Evaluation
• Language: English
• Country: United States of America

Annotation

This analysis of the sources of problem behavior in adolescents and of the role of the school in addressing this behavior indicates that changing the school structure can reduce the chance of academic and social failure for high-risk youth provided that they are carefully planned and rest on an understanding of the sources of the problems.

Abstract

Three school-based attempts to reduce delinquent behavior among high-risk youths had varied results. All three were among the 17 programs that were part of the Delinquency Prevention Through Alternative Education Initiative funded by the Office of Juvenile Justice and Delinquency Prevention between 1980 and 1983. The projects included a pull-out program in Charleston, S.C., an alternative English and social studies class with a law-related curriculum in Pasadena, Calif., and a small alternative school in Miami. All three programs were at least partially successful in increasing academic achievement. However, the Charleston project had little measurable effect on delinquent behavior, the Miami program appeared to increase delinquent behavior, and the Pasadena class successfully reduced delinquent behavior. Findings indicated that the Pasadena program succeeded in changing attitudes and behaviors tied to delinquency and also changed peer influences by providing structured peer contacts that focused on prosocial activities. Results showed that some structural changes are effective, while others are harmful. Thus, programs for these youths require careful planning. Tables, appendix listing study measures, notes, and 31 references.