Alternative Education Programs as Delinquency Prevention and Control Mechanisms

• NCJ Number: 140209
• Author(s): P C Kratcoski
• Date Published: Unknown
• Length: 21 pages
• Publication Format: Document
• Publication Type: Program/Project Evaluation
• Language: English
• Country: United States of America

Annotation

The Cleveland, Ohio, city school system has attempted to provide alternative educational opportunities for students who have not succeeded in traditional school programs in order to prevent juvenile delinquency.

Abstract

Youth served by Cleveland Youth Resource Center programs have already experienced economic and social privations associated with dropping out of school; many have already dropped out of school or been excluded by suspension or expulsion. Most have been involved with the juvenile court, and some are institutionalized or labeled as having a character disorder. The youths are deficient in basic academic skills expected of their age levels, and most lack adequate interpersonal skills. Cleveland Youth Resource Center programs have been started in 10 schools, 8 intermediate and 2 high schools. Program goals are to reduce truancy, prevent antisocial behavior, reduce the school failure rate, and help students learn through better coordination of existing community services. Mechanisms to achieve these goals include the involvement of parents in the educational process; special tutoring by teachers, counselors, and fellow students who demonstrate a high degree of academic success; the development of a career orientation mentality in students; making teachers and counselors more accessible to students; and involving service agencies, including the police, in school activities. Students selected for Center programs for the most part attend regular classes but go to Center programs for instruction in courses in which they have greatest difficulty and need more individualized instruction. Career counseling and drug and alcohol counseling are also provided. A qualitative analysis of Center programs indicates that some schools have been successful in achieving program goals, while others have been less successful. Differences in program effectiveness are partially attributed to the multifaceted approaches used by the various schools. The organizational design of the Cleveland Youth Resource Center is detailed, and risk factors for youths referred to Center programs and Center referral standards are noted. 15 references and 4 tables