Preschool Intervention, School Success and Delinquency In a High-Risk Sample of Youth

• NCJ Number: 110962
• Journal: American Educational Research Journal Volume: 22 Issue: 3 Dated: (Fall 1985) Pages: 445-464
• Author(s): M Farnworth; L J Schweinhart; J R Berreuta-Clement
• Date Published: 1985
• Length: 10 pages
• Grant Number(s): 1 RPI MH33488
• Sponsoring Agency: National Institute of Mental Health
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

The implications of the thesis stating that academic competence is linked to delinquency by way of success in and attachment to the school are examined for a sample of low-income blacks.

Abstract

A corollary to this thesis is proposed: intervention prior to school entry that improves academic potential and school performance for a sample at high risk for school failure will reduce the likelihood of delinquency in that sample. Findings from multiple regression analysis indicate that school success exerts a substantial impact on one type of delinquency and a moderate effect on the other three types of delinquency, but its effect does not occur through its impact on IQ or scholastic achievement. Attachment to school affects three of the outcomes but does so in a way that is independent of IQ or achievement scores. Data tables and 35 references. (Author abstract modified)