Social Control in a School Setting: Evaluating a School-Based Boot Camp

Abstract

In the past few years, several dramatic incidents have spurred renewed efforts to control violence and prevent crime in schools. Although it has yet to become a matter of much public discussion, what is particularly notable about many of these efforts is the increased collaboration of criminal and juvenile justice agencies with schools in their capacity as formal agents of control. In the present study, the authors evaluate one program that embodies this type of collaboration—Specialized Treatment and Rehabilitation (STAR). STAR is an innovative juvenile boot camp program in a public school setting that is operated through the combined efforts of the school, the juvenile court, and the juvenile probation department. Results of the evaluation revealed that although the program had a relatively small impact on recidivism, perceptions garnered from parents, teachers, and STAR participants were quite favorable for the program overall.

Scared smart or bored straight? Testing deterrence logic in an evaluation of police-led truancy intervention

“…In some jurisdictions, the job titles currently given to what were once "resource officers" or "school liaisons" are now "security officers," "guards," "gang intelligence officers," or "drill instructors." Moreover, this language is consistent with an apparent role change in which activities of criminal justice professionals in schools focus on identification and investigation, drug sweeps, surveillance, and controlling access (Staples, 1997;Trulson et al, 2001). In this context, it is not surprising that skipping school, like other forms of rule violation and order disruption, is increasingly viewed as a criminal/juvenile justice problem that requires strict and formal enforcement.…”

“…More recently that presence has expanded significantly. Some have attributed the expansion to zero tolerance school disciplinary policies and various "get tough" approaches that have increased the degree to which criminal justice is involved, refocused that involvement from education and support to discipline and surveillance (Staples, 1997;Trulson, Triplett, & Snell, 2001), and changed the relationship between criminal justice agencies and schools. ' With these changes has come a growing erosion of the informal authority and decision making discretion of educators (Trulson et al, 2001;Reistenberg, 1996Reistenberg, , 2001.…”

“…Some have attributed the expansion to zero tolerance school disciplinary policies and various "get tough" approaches that have increased the degree to which criminal justice is involved, refocused that involvement from education and support to discipline and surveillance (Staples, 1997;Trulson, Triplett, & Snell, 2001), and changed the relationship between criminal justice agencies and schools. ' With these changes has come a growing erosion of the informal authority and decision making discretion of educators (Trulson et al, 2001;Reistenberg, 1996Reistenberg, , 2001. In this context, new criminal justice interventions to reduce unexcused absences (i.e., truancy) appear to be significant components of the broader relationship between schools and the justice system (Ingersoll & LeBoeuf, 1997;Baker, Sigmon, & Nugent, 2001).…”

The total effects of boot camps that house juveniles: A systematic review of the evidence

“…By 1995, state correctional agencies operated seventy-five boot camps for individuals convicted in adult criminal court, state juvenile correctional agencies operated thirty boot camps for juvenile delinquents, and county agencies operated eighteen programs in local detention facilities (Parent, 2003). Additionally, a number of school systems began operating boot camp programs for children who were responsible for breaking school rules (see, e.g., Trulson, Triplett, & Snell, 2001) and privately operated boot camps emerged as an option for parents who were frustrated with their unruly teens (Weis & Toolis, 2009). …”

Using MMPI‐A profiles to predict success in a military‐style residential treatment program for adolescents with academic and conduct problems

“…On the negative side, recidivism rates of boot camp participants and those adolescents in traditional residential facilities are nearly identical (MacKenzie, 1997;Mason, Chapman, Chang, & Simons, 2003;Trulson, Tripplet, & Snell, 2001;Wilson & Lipsey, 2000). Similarly, the average time between release from the intervention program and reoffense is approximately equal for both boot camp and traditional programs.…”