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ERIC Number: EJ1019244
Record Type: Journal
Publication Date: 2014-Mar
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1063-4266
Academic Attainment during Commitment and Postrelease Education-Related Outcomes of Juvenile Justice-Involved Youth with and without Disabilities
Cavendish, Wendy
Journal of Emotional and Behavioral Disorders, v22 n1 p41-52 Mar 2014
Youth with disabilities are disproportionately represented in juvenile justice populations and their education-related outcomes and rates of high school graduation are poor. This study examined academic characteristics of youth with and without disabilities ("N" = 4,066) and reports on the education-related outcomes of these youth 3 years after release from juvenile justice facilities in Florida. During commitment, youth with disabilities earned high school credits and grade point averages on par with their peers without disabilities. The number of credits earned during commitment improved the likelihood that youth returned to school after release. However, only 44% of the school-age cohort returned to school after release. Students with emotional/behavioral disorders (EBD) and learning disabilities (LD) returned to school at higher rates but did not maintain gains made during commitment as they earned significantly fewer high school diplomas after return to school. Implications for transition practice are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A