Organizing and Delivering Empirically Based Literacy Instruction to Incarcerated Youth

Abstract

The demographic and educational characteristics of incarcerated youth place them at extreme risk for school failure that begins well before their confinement in correctional facilities and is itself a significant risk factor for delinquent behavior. Because of their lack of literacy skills and evidence that educational attainment is a significant deterrent to recidivism, incarcerated youth are in especially desperate need of effective instruction in basic reading and mathematics skills. Unfortunately, there is not much evidence that youth in short- or long-term correctional programs receive this level of educational programming. We begin this article with a review of studies documenting the educational status of incarcerated youth and describe the characteristics of juvenile detention and correctional programs that mitigate against more effective education programs and student outcomes. Next, we summarize the extremely limited research on effective instruction for this population. We conclude with recommendations for research and policy in the context of No Child Left Behind requirements.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 96 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.