Citation

Gagnon JC, Barber BR, Van Loan C, Leone PE. Educ. Treat. Child. 2009; 32(4): 673-696.

Copyright

(Copyright © 2009, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This study focused on school-level approaches to curriculum, as well as school, principal, and student characteristics in juvenile corrections (JC) schools for committed youth. A national random sample of 131 principals from these schools responded to a mail and on-line survey. No statistically significant differences existed between respondent and nonrespondent schools. Approximately 80% of schools were accredited by their State Department of Education. The primary role of JC schools was to help youth obtain a high school diploma, followed by preparing students for the General Educational Development (GED) test. Approximately 66% of JC schools used a state or local education agency curriculum, while the remainder provided a schooldeveloped or individualized curriculum. More than 50% of respondents asserted that grade level expectations should not be expected of all youth with emotional/behavioral disorders or learning disabilities. Additional results, implications, and recommendations for future research are provided.

Language: en