Academic Achievement Among Juvenile Detainees

Abstract

The literature has long pointed to heightened frequencies of learning disabilities (LD) within the population of law offenders; however, a systematic appraisal of these observations, careful estimation of these frequencies, and investigation of their correlates and causes have been lacking. Here we present data collected from all youth (1,337 unique admissions, mean age 14.81, 20.3% females) placed in detention in Connecticut (January 1, 2010–July 1, 2011). All youth completed a computerized educational screener designed to test a range of performance in reading (word and text levels) and mathematics. A subsample (n = 410) received the Wide Range Achievement Test, in addition to the educational screener. Quantitative (scale-based) and qualitative (grade-equivalence-based) indicators were then analyzed for both assessments. Results established the range of LD in this sample from 13% to 40%, averaging 24.9%. This work provides a systematic exploration of the type and severity of word and text reading and mathematics skill deficiencies among juvenile detainees and builds the foundation for subsequent efforts that may link these deficiencies to both more formal, structured, and variable definitions and classifications of LD, and to other types of disabilities (e.g., intellectual disability) and developmental disorders (e.g., ADHD) that need to be conducted in future research.

Improved Educational Achievement as a Path to Desistance

“…In a subsequent study, the screener was computerized and administered to a sample of 1,337 youth (mean grade = 9.04) detained in Connecticut (Grigorenko et al, 2015). A subsample ( n = 410) of these youth received the Wide Range Achievement Test , in addition to the educational screener.…”

Latino Youth and the School-to-Prison Pipeline

“…Adolescent delinquents’ reading ability lags their peers by an average of 2 years; evidence to this effect has been around for decades (Brunner, 1993; Critchley, 1968; Finn, Stott, & Zarichny, 1988; Margolin, Roman, & Harari, 1955; Mulligan, 1969). More contemporary studies consistently show that mean reading age peaks at 12 years for juvenile offenders (Alm & Andersson, 1995; Grigorenko et al, 2015; Snowling, Adams, Bowyer-Crane, & Tobin, 2000; Wheldall & Watkins, 2004), and depending on the delinquent population, up to half may experience reading and literacy deficits (McMackin, Tansi, & Hartwell, 2005; Vacca, 2008). In one large-scale study, Grigorenko and colleagues (2015) found that almost 25% of all youth detained in Connecticut in 1 calendar year displayed learning deficiencies, 4 times the rate in the general population.…”

“…More contemporary studies consistently show that mean reading age peaks at 12 years for juvenile offenders (Alm & Andersson, 1995; Grigorenko et al, 2015; Snowling, Adams, Bowyer-Crane, & Tobin, 2000; Wheldall & Watkins, 2004), and depending on the delinquent population, up to half may experience reading and literacy deficits (McMackin, Tansi, & Hartwell, 2005; Vacca, 2008). In one large-scale study, Grigorenko and colleagues (2015) found that almost 25% of all youth detained in Connecticut in 1 calendar year displayed learning deficiencies, 4 times the rate in the general population. By second grade, almost half of all students who will later become delinquents have experienced reading delays (Meltzer, Levine, Karniski, Palfrey, & Clarke, 1984), and by adulthood, more than 60% of inmates have no better than a sixth-grade reading level (Alm & Andersson, 1995; Vacca, 2004).…”

A Researcher–Practitioner Agenda for Studying and Supporting Youth Reentering School After Involvement in the Juvenile Justice System

“…Youth who become involved in the JJ system are more likely than their peers to face additional challenges. For example, between a quarter and a third have identified special learning needs as defined by federal law (Grigorenko et al, 2015).…”