School Yard or Prison Yard: Improving Outcomes for Marginalized Youth

• NCJ Number: 214710
• Author(s): Marsha Weissman MPA; Elaine Wolf Ph.D.; Kathryn Sowards Ph.D.; Christine Abate M.R.P; Pamela Weinberg M.AEd; Charlee Marthia M.A.
• Date Published: April 2005
• Length: 19 pages
• Corporate Author: Ctr for Community Alternatives
• Sale Source: Ctr for Community Alternatives
• Publication Format: Document
• Publication Type: Program/Project Description
• Language: English
• Country: United States of America
• Note: Downloaded June 29, 2006.

Annotation

This paper describes and evaluates a program, Strategies for Success (SfS), that provides social support for seventh and eighth grade students in alternative schools in the Syracuse City School District (New York).

Abstract

The evaluation found that comprehensive programming that provided social support for youth in the contexts of school, family, and community resulted in positive behavioral and attitudinal changes in students who had been placed in alternative schools because of problem behaviors. The program prevented repeat school suspensions and reduced involvement in the criminal justice system compared to similar youth who did not participate in the program. Despite these comparatively positive results of SfS, however, school attendance rates of even the program completers remained below the districtwide average, and grade-point averages remained low. Program goals were to prevent repeat suspensions; prevent repeat placements in alternative schools; improve school attendance and grades; and increase prosocial relationships, attitudes, and behaviors among participating youth. The assumption was that by achieving these goals, high school graduations would increase and criminal justice involvement would be prevented. SfS provides individual support for students as they enter and leave the alternative school and extends for 6 months after they return to a regular school. Program components include after-school programming; school breaks; and summer programming that focuses on arts-based education, work experience, and leadership training related to violent and risky behaviors. Mentoring and community service are also among the program's ways of improving youths' positive interactions with adults and the community. The program involves partnerships with individual schools, principals, and school staff in providing services. The evaluation included a comparison group of seventh and eighth grade students who were assigned to an alternative school but never enrolled in the SfS program. 4 tables and 30 references