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首页> 外文期刊>Journal of emotional and behavioral disorders. >Academic Attainment During Commitment and Postrelease Education-Related Outcomes of Juvenile Justice-Involved Youth With and Without Disabilities
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Academic Attainment During Commitment and Postrelease Education-Related Outcomes of Juvenile Justice-Involved Youth With and Without Disabilities

机译：在承诺和Postreease教育相关的少年司法的教育相关成果期间的学术达到涉及和无残疾的青年

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摘要

Youth with disabilities are disproportionately represented in juvenile justice populations and their education-related outcomes and rates of high school graduation are poor. This study examined academic characteristics of youth with and without disabilities (N = 4,066) and reports on the education-related outcomes of these youth 3 years after release from juvenile justice facilities in Florida. During commitment, youth with disabilities earned high school credits and grade point averages on par with their peers without disabilities. The number of credits earned during commitment improved the likelihood that youth returned to school after release. However, only 44% of the school-age cohort returned to school after release. Students with emotional/behavioral disorders (EBD) and learning disabilities (LD) returned to school at higher rates but did not maintain gains made during commitment as they earned significantly fewer high school diplomas after return to school. Implications for transition practice are discussed.
机译：残疾青年不成比例地代表少年司法人口，其教育有关的结果和高中毕业率较差。本研究审查了与无与欲无违（N = 4,066）的青少年的学术特征，并在佛罗里达州少年司法设施发布后3年报告这些青年的教育有关的结果。在承诺期间，有残疾青年赢得了高中学分和等级点平均值，与他们的同行同行。承诺期间获得的信贷人数提高了发布后青少年返回学校的可能性。但是，只有44％的学龄群组在发布后返回学校。具有情感/行为障碍（EBD）和学习障碍（LD）的学生以更高的速度返回学校，但在返回学校后，他们在承诺期间没有维持收益。讨论了过渡实践的影响。

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