Preventing Youth Preventing Youth DelinquencyDelinquency
Identifying School Risk & Identifying School Risk & Protective FactorsProtective Factors
Christine A. ChristleChristine A. Christle
20042004
School to Prison PipelineSchool to Prison Pipeline
SuspensionSuspension
School FailureSchool Failure
DropoutDropout
DelinquencyDelinquency
The CoThe Co$$t of Incarcerationt of Incarceration
Penn State or The State PenPenn State or The State Pen
It’s your money!It’s your money!
Risk Factors - DelinquencyRisk Factors - Delinquency
Life DomainsLife Domains IndividualIndividual Family Family School School CommunityCommunity Peer RelationsPeer Relations
SchoolSchool Weak academicsWeak academics Low school Low school
involvementinvolvement TruancyTruancy SuspensionSuspension ExpulsionExpulsion DropoutDropout
Weak Academics & PovertyWeak Academics & Poverty
Exposure to print material Exposure to print material Low SES - Low SES - 4040 hrs hrs High SES - High SES - 10001000 hrs hrs
Vocabulary skillsVocabulary skills Following directionsFollowing directions
Failure CycleFailure Cycle
Cognitive deficits lead to Cognitive deficits lead to poor academic poor academic performanceperformance
Poor academic Poor academic performance is a strong performance is a strong
risk factor for delinquencyrisk factor for delinquency
Weak Academics & BehaviorWeak Academics & Behavior
Low school achievement predicts Low school achievement predicts delinquencydelinquency
20% of students with EBD are 20% of students with EBD are arrested while in schoolarrested while in school
58% are arrested 5 years after 58% are arrested 5 years after schoolschool
70-87% of incarcerated youth have 70-87% of incarcerated youth have LD or EBDLD or EBD
School FactorsSchool Factors3 Studies in Kentucky3 Studies in Kentucky
747 Elementary Schools747 Elementary Schools 161 Middle Schools161 Middle Schools 196 High Schools196 High Schools
Elementary School StudyElementary School Study
Stage 1Stage 1 Correlation analysis of school Correlation analysis of school
characteristics & academic achievementcharacteristics & academic achievement Stage 2Stage 2
Regression analysisRegression analysis Stage 3Stage 3
Qualitative analysis of climate in 3 HPHA & Qualitative analysis of climate in 3 HPHA & 3 HPLA schools3 HPLA schools
Kentucky Elementary School Data - 2000/2001The Relationship Between Poverty and Achievement
-3.000
-2.000
-1.000
0.000
1.000
2.000
3.000
-4.000 -3.000 -2.000 -1.000 0.000 1.000 2.000 3.000 4.000
CTBS Z Scores
Free & Reduced Lunch Z Scores
Research QuestionsResearch Questions
1.1. What specific school What specific school characteristics are related to characteristics are related to academic achievement?academic achievement?
2.2. What characteristics separate What characteristics separate HPHA schools from HPLA HPHA schools from HPLA schools?schools?
Results Stages 1 & 2Results Stages 1 & 2School Characteristics Related School Characteristics Related
to Academic Achievementto Academic Achievement
CorrelationCorrelation Poverty: % of students in FRLP Poverty: % of students in FRLP
- 34%- 34% Attendance rate: + 26%Attendance rate: + 26%
RegressionRegression Together (FRLP % & ATT) 42%Together (FRLP % & ATT) 42%
Results Stage 3Results Stage 3Case Studies - HPHA vs HPLACase Studies - HPHA vs HPLA Smaller schoolsSmaller schools Better building conditionsBetter building conditions More adult/student interactionsMore adult/student interactions More positive interactionsMore positive interactions Higher staff morale & collegialityHigher staff morale & collegiality Higher level of student task Higher level of student task
engagementengagement More money per studentMore money per student More family involvementMore family involvement
SuspensionSuspension Most common disciplinary Most common disciplinary
consequence in schoolsconsequence in schools Disproportionately used Disproportionately used
Ethnicity, SES, gender, academic Ethnicity, SES, gender, academic competence competence
Most at Middle School levelMost at Middle School level Poor academic skill - strong Poor academic skill - strong
predictor of school exclusionpredictor of school exclusion
SuspensionSuspension Rates increasingRates increasing
US: steady increase over last 25 US: steady increase over last 25 yearsyears
Kentucky: Kentucky: 00-0100-01 68,52368,52301-0201-02 74,05474,05402-0302-03 76,88676,886
Most are repeat offendersMost are repeat offenders
Middle School StudyMiddle School Study
Stage 1Stage 1 Correlation analysis of school Correlation analysis of school
characteristics & suspensioncharacteristics & suspension Stage 2Stage 2
Comparison analysis of 20 HSS & 20 Comparison analysis of 20 HSS & 20 LSSLSS
Stage 3Stage 3 Qualitative analysis of climate in 4 Qualitative analysis of climate in 4
HSS & 4 LSSHSS & 4 LSS
The Relationship Between Poverty and Achievement in KY Middle Schools for 2001-2002 (FRLP Percentages and CTBS Percentiles)
-3.00
-2.00
-1.00
0.00
1.00
2.00
3.00
-4.000 -3.000 -2.000 -1.000 0.000 1.000 2.000 3.000
CTBS z Scores
FRLP z Scores
Research QuestionsResearch Questions
1.1. What specific school What specific school characteristics are related to characteristics are related to suspension rate?suspension rate?
2.2. What characteristics separate What characteristics separate high-suspending schools from high-suspending schools from low-suspending schools?low-suspending schools?
Results Stage 1 & 2Results Stage 1 & 2 Characteristics Differentially RelatedCharacteristics Differentially Related
20 HSS20 HSS Number of board Number of board
violationsviolations Dropout rateDropout rate Low SESLow SES Law violationsLaw violations $tudent $tudent
$pending $pending
20 LSS20 LSS Attendance rateAttendance rate Academic test Academic test
scoresscores Ethnic Ethnic
background C/W background C/W
-
HSS and LSS Difference - SuspensionHSS and LSS Difference - SuspensionS
usp
ensi
on
R
ate
Su
spen
sio
n
Ra t
e
11
11
HSS and LSS Difference - Ethnicity HSS and LSS Difference - Ethnicity P
erce
nt
Cau
casi
an S
tud
ents
Per
cen
t C
auca
sian
Stu
den
ts
HSS and LSS Difference - Poverty HSS and LSS Difference - Poverty P
erce
nt
FR
LP
En
roll
men
tP
erce
nt
FR
LP
En
roll
men
t
-
11
Results Stage 3Results Stage 3 Case Studies - LSS vs HSSCase Studies - LSS vs HSS
Administrative LeadershipAdministrative Leadership More support for staffMore support for staff Proactive discipline Proactive discipline
philosophyphilosophy Teacher & Staff BehaviorsTeacher & Staff Behaviors
More positive interactionsMore positive interactions Active teaching styleActive teaching style
Results Stage 3Results Stage 3 Case Studies - LSS vs HSSCase Studies - LSS vs HSS
Student BehaviorsStudent Behaviors More positive interactionsMore positive interactions More engagement in classMore engagement in class
Structure & ProgrammingStructure & Programming Better building conditionBetter building condition More ambianceMore ambiance School-wide focusSchool-wide focus More school connectionsMore school connections
DropoutDropout
Low SES youth 2.4 X more likely Low SES youth 2.4 X more likely to drop outto drop out
Suspended youth 3 X more likely Suspended youth 3 X more likely to drop out & become delinquent to drop out & become delinquent
Over 80% of prison inmates are Over 80% of prison inmates are dropoutsdropouts
1/2 of heads of households on 1/2 of heads of households on welfare are dropoutswelfare are dropouts
High School StudyHigh School Study
Stage 1Stage 1 Correlation analysis of school Correlation analysis of school
characteristics & dropout characteristics & dropout Stage 2Stage 2
Comparison analysis of 20 HDOS & Comparison analysis of 20 HDOS & 20 LDOS20 LDOS
Stage 3Stage 3 Qualitative analysis of climate in 4 Qualitative analysis of climate in 4
HDOS & 4 LDOSHDOS & 4 LDOS
Dropout and Achievement
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00
CTBS NP Scores 01-02
Dropout Rate 01-02
Series1
Research QuestionsResearch Questions
1.1. What specific school What specific school characteristics are related to characteristics are related to dropout rate?dropout rate?
2.2. What characteristics separate What characteristics separate high-dropout schools from low-high-dropout schools from low-dropout schools?dropout schools?
Current StudyCurrent StudySchool VariablesSchool Variables
EnrollmentEnrollment FRLP %FRLP % # Rule violations# Rule violations # Law violations# Law violations Suspension rateSuspension rate Retention rateRetention rate Expulsion rateExpulsion rate
Ethnic Ethnic backgroundbackground
Attendance rateAttendance rate Academic Academic
achievement achievement scoresscores
% of students % of students with disabilitieswith disabilities
Results: PendingResults: Pending
Lessons Learned Thus Far Lessons Learned Thus Far ResilienceResilience
Meaningful ParticipationMeaningful Participation Students help develop dress code, Students help develop dress code,
lunch menuslunch menus High ExpectationsHigh Expectations
All students & staff (PRIDE program)All students & staff (PRIDE program) Caring Adult RelationshipsCaring Adult Relationships
All staff involved with students in All staff involved with students in clubs, activitiesclubs, activities
BIG IDEA !BIG IDEA !
SCHOOL STAFF KNOWSCHOOL STAFF KNOW ProblemsProblems SolutionsSolutions
ASK THEM!ASK THEM!
DilemmaDilemma
How can we transform this How can we transform this research into practice? research into practice?
Thank YouThank You
Christine A. ChristleChristine A. Christle
University of KentuckyUniversity of Kentucky
The National Center on Education, The National Center on Education, Disability, and Juvenile JusticeDisability, and Juvenile Justice