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ED 446 215 CE 080 765

TITLE Employment and Training for Court-Involved Youth. Report.

INSTITUTION Home Builders Inst., Washington, DC.SPONS AGENCY Office of Juvenile Justice and Delinquent Prevention (Dept.

of Justice), Washington, DC.; Employment and TrainingAdministration (DOL), Washington, DC.

REPORT NO NCJ-182787PUB DATE 2000-11-00NOTE 107p.; Report prepared by the Task Force on Employment and

Training for Court-Involved Youth under the auspices of theHome Builders Institute.

AVAILABLE FROM U.S. Department of Justice, Office of Justice Programs,Office of Juvenile Justice and Delinquency Prevention, 810Seventh Street, NW, Washington, DC 20531, Tel: 202-307-5911,Fax: 202-307-2093 (free). For full text:http://www.ncjrs.org/pdffilesl/fs99102.pdf.

PUB TYPE Opinion Papers (120) -- Reports - Descriptive (141)

EDRS PRICE MF01/PC05 Plus Postage.

DESCRIPTORS Adolescents; At Risk Persons; Delinquency; *DelinquentRehabilitation; *Employment Programs; *Juvenile Courts;*Juvenile Justice; Labor Force Development; NationalSurveys; State Programs; Success; *Youth Employment; YouthProblems

ABSTRACTThis report contains a compendium of the opinions and

concerns of a task force that researched current conditions that affectcourt-involved youth and identifies the most promising strategies forconnecting court-involved youth to the labor market. The report ,includesthree introductory chapters, four chapters related to task force discussionareas, and eight appendixes. The first chapter provides information aboutcourt-involved youth and the challenges in developing programs and systemsthat meet their needs. The second chapter provides information about thestructure of the juvenile justice system. Information about the structure of

the workforce development system is summarized in Chapter 3. The fourthchapter provides an overview of youth and the labor market. The fifth chaptersuggests strategies for linking youth in juvenile justice system programs to

the labor market and presents an overview of issues related to youthdevelopment, exemplary practices, and promising programs. The sixth chaptersummarizes strengths and weaknesses of the juvenile justice, work forcedevelopment, education, social services, community-based support, and labormarket systems that affect the delivery of services to high-risk youth. Thefinal chapter makes recommendations to assist policymakers to meet the needsof court-involved youth for work force preparation. Eight appendixes listtask force members, forecast employment trends, provide contact informationfor local and state labor contacts, list additional programs, define terms,and provide contact information for programs, funding sources, and currentinitiatives in youth development, policy-making, juvenile justice, education,and work force development. (KC)

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Office of Juvenile Justiceand Delinquency Prevention

The Office of Juvenile Justice and Delinquency Prevention ( OJJDP) was established by the President and Con-gress through the Juvenile Justice and Delinquency Prevention (JJDP) Act of 1974, Public Law 93-415, asamended. Located within the Office of Justice Programs of the U.S. Department of Justice, OJJDP's goal is toprovide national leadership in addressing the issues of juvenile delinquency and improving juvenile justice.

OJJDP sponsors a broad array of research, program, and training initiatives to improve the juvenile justicesystem as a whole, as well as to benefit individual youth-serving agencies. These initiatives are carried out byseven components within OJJDP, described below.

Research and Program Development Divisiondevelops knowledge on national trends in juveniledelinquency; supports a program for data collectionand information sharing that incorporates elementsof statistical and systems development; identifieshow delinquency develops and the best methodsfor its prevention, intervention, and treatment; andanalyzes practices and trends in the juvenile justicesystem.

Training and Technical Assistance Division pro-vides juvenile justice training and technical assis-tance to Federal, State, and local governments; lawenforcement, judiciary, and corrections personnel;and private agencies, educational institutions, andcommunity organizations.

Special Emphasis Division provides discretionaryfunds to public and private agencies, organizations,and individuals to replicate tested approaches todelinquency prevention, treatment, and control insuch pertinent areas as chronic juvenile offenders,community-based sanctions, and the dispropor-tionate representation of minorities in the juvenilejustice system.

State Relations and Assistance Division supportscollaborative efforts by States to carry out themandates of the JJDP Act by providing formulagrant funds to States; furnishing technical assis-tance to States, local governments, and privateagencies; and monitoring State compliance withthe JJDP Act.

Information Dissemination Unit produces and distrib-utes information resources on juvenile justice research,training, and programs and coordinates the Office's pro-gram planning and competitive award activities. Informa-tion that meets the needs of juvenile justice professionalsand policymakers is provided through print and onlinepublications, videotapes, CDROM's, electronic listservs,and the Office's Web site. As part of the program plan-ning and award process, IDU develops priorities,publishes solicitations and application kits for fundingopportunities, and facilitates the peer review processfor discretionary funding awards.

Concentration of Federal Efforts Program promotesinteragency cooperation and coordination among Fed-eral agencies with responsibilities in the area of juve-nile justice. The Program primarily carries out thisresponsibility through the Coordinating Council onJuvenile Justice and Delinquency Prevention, an inde-pendent body within the executive branch that wasestablished by Congress through the JJDP Act.

Child Protection Division administers programs relatedto crimes against children and children's exposure toviolence. The Division provides leadership and fundingto promote effective policies and procedures to addressthe problems of missing and exploited children, childrenwho have been abused or neglected, and childrenexposed to domestic or community violence. CPD pro-gram activities include conducting research; providinginformation, training, and technical assistance on pro-grams to prevent and respond to child victims, witness-es, and their families; developing and demonstratingeffective child protection initiatives; and supporting theNational Center for Missitig and Exploited Children.

The mission of OJJDP is to provide national leadership, coordination, and resources to prevent and respond to juvenileoffending and child victimization. OJJDP accomplishes its mission by supporting States, local communities, and tribaljurisdictions in their efforts to develop and implement effective, multidisciplinary prevention and intervention programsand improve the capacity of the juvenile justice system to protect public safety, hold offenders accountable, and pro-vide treatment and rehabilitative services tailored to the needs of individual juveniles and their families.

(i;3

Employment and Training forCourt-Involved Youth

Report

The Task Force on Employment and Training for Court-InvolvedYouth

Jointly sponsored by the U.S. Department of Labor, Employment and Training Administration,and the U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.

John J. Wilson, Acting AdministratorOffice of Juvenile Justice and Delinquency Prevention

November 2000

4

U.S. Department of JusticeOffice of Justice Programs

Office of Juvenile Justice and Delinquency Prevention810 Seventh Street NW.Washington, DC 20531

Janet RenoAttorney General

Daniel MarcusActing Associate Attorney General

Mary Lou LearyActing Assistant Attorney General

John J. WilsonActing Administrator

Office of Juvenile Justice and Delinquency Prevention

This document was prepared under a purchase order to the Home Builders Institute from the Office of JuvenileJustice and Delinquency Prevention (OJJDP), U.S. Department of Justice.

Points of view or opinions expressed in this document are those of the authors and do not necessarilyrepresent the official position or policies of OJJDP or the U.S. Department of Justice.

Cover photos copyright ©1997 Photo Disc, Inc., and copyright ©1997 West Stock.

The Office of Juvenile Justice and Delinquency Prevention is a component of the Office of JusticePrograms, which also includes the Bureau of Justice Assistance, the Bureau of Justice Statistics, theNational Institute of Justice, and the Office for Victims of Crime.

J

Foreword

Although we must hold youth who commit status offenses and delinquent acts responsible for their behavior,we also need to provide them opportunities to learn skills that can help them grow into productive, law-abiding citizens. One way to do this is to offer training and employment to these youth to help them success-fully enter the labor market and thus reduce the likelihood of recidivism. It is especially important that weprovide this training to court-involved youth. However, this can be a challenge because of the lack of collabo-ration between those who specialize in employment and training and those who work with juvenile offenders.Because we know there is a connection between joblessness and crime and between job preparation and earn-ings, it is crucial that we strive to overcome this lack of collaboration.

As a starting point, readers involved in one system or the other will find useful information in the two over-view chapters, which discuss the structure of both the juvenile justice and workplace development systems.This information can help practitioners and policymakers in the two systems begin to work together to designand implement programs that connect court-involved youth to the labor market. The Report also discusseseffective strategies for linking these youth to the job market and describes exemplary practices and promisingprograms currently serving court-involved youth. Four promising systems collaboration models, which suc-cessfully counter the obstacles and barriers that often limit the involvement of court-involved youth in labormarket activities, are also highlighted.

The Report grew out of the work of the Task Force on Employment and Training for Court-Involved Youth.Task force members included representatives from Federal agencies, universities, national organizations, juve-nile justice and corrections associations, youth-serving programs, private foundations, and many other groups.Together, they worked to develop strategies to help overcome the fragmentation of services and to reverse thesometimes negative perceptions about juvenile offenders in the labor market. I hope the information in thisReport will help policymakers and practitioners meet the challenge of developing programs that successfullyprepare court-involved youth for future employment and successfully meet the requirements of employers andindustry. When that happens, the dividends for all concerned will be rewarding.

John J. WilsonActing Adminis. trator


Acknowledgments

The Task Force on Employment and Training for Court-Involved Youth gratefully acknowledges the followingindividuals and agencies that assisted in preparing this Report:

The following staff of the Home Builders Institute: Dennis Torbett, Senior Vice President for Apprentice-ship; Robin Hamilton, National Coordinator; Sarah Maxwell, former National Coordinator; PhilipPolivchak, President; Al Kamikawa, Senior Vice President; and Laura Ivey, National Coordinator, forcoordinating the Task Force and preparing supporting documentation for this Report.

The National Association of Home Builders, for providing meeting space and supporting the Task Force.

Jeffrey Greim, former Senior Program Officer with Public/Private Ventures (now an independent consult-ant) and Donna Walker James, Senior Program Associate with the American Youth Policy Forum, for theirresearch and writing for the chapter "Strategies and Promising Programs for Court-Involved Youth."

Andy Sum, Northeastern University and The Johns Hopkins University, Institute for Policy Studies, forstatistical information used in the "Connections to the Labor Market" chapter.

Gordon Bazemore, Principal Research Scientist for the Balanced and Restorative Justice Project, FloridaAtlantic University.

David Altschuler, Principal Research Scientist, The Johns Hopkins University, Institute for Policy Studies,Intensive Aftercare Program.

Michael Benjamin, Executive Director, Institute for Mental Health Initiatives, for information about learn-ing styles of minority youth.

David Brown, former Senior Policy Analyst, National Governors' Association, for writing assistancewith the chapters "Overview of the Workforce Development System," "Connections to the Labor Market,"and "Systems Collaboration."

Sarah Ingersoll, former Special Counsel to the Administrator, Office of Juvenile Justice and DelinquencyPrevention, for making the Task Force a reality and bringing to light the issues presented in this Report.

Table of Contents

Foreword iii

Acknowledgments v

Introduction 1

Court-Involved Youth: Description of the Target Population 3

Profile Information 3Factors Affecting Offender Status 5

Issues Centered on Age 5

Overview of the Juvenile Justice System 7

Components of the Juvenile Justice System 7

Prevention/Early Intervention 7

Diversion 7

Intake 8Detention 8Waiver 8

Adjudication 8Disposition 8Probation 9

Residential Placement 9

Residential Programming 9

Community Corrections 9

Aftercare 10

Summary 11

Overview of the Workforce Development System 13

Connecting Workforce Development to the Juvenile Justice System 13

Overview of the Workforce Investment Act 13

Workforce Investment Act Formula Funds 14

One-Stop Centers 14

Youth Opportunity Movement 15Job Corps 15

Youth Apprenticeship 16

School-to-Work 17

Connections to the Labor Market 19

Overview 19

Labor Market Trends 19Labor Market Issues for Youth 20Labor Market Issues for Court-Involved Youth 21

Issues Related to Residential Programs 22Summary 23

Strategies and Promising Programs for Court-Involved Youth 25Principles Underlying Youth Connections to the Labor Market 25Employer Involvement 25Intermediaries 26Principles To Improve Youth Programs 27

Academic and Work-Related Skills 29Age and Development 31Long-Term Followup 31Effective Implementation 31Trust and Effective Adult Support 32Small, Family like Settings and Positive Peer Relationships 33Work-Based Learning 34

Programs for Court-Involved Youth 35Residential Programs 37Aftercare Programs 40

Systems Collaboration 41

The State Juvenile Justice System 41

The State Workforce Development System 42The Education System 42

Safety 43Education in Residential Facilities 43Alternative Education 43

The Social Services System 44Community-Based Support Systems 45Promising Systems Collaboration Models 46

YES: Youth Environmental Service Initiative 46RIOY 46RECLAIM Ohio 47CorpsLINK 48

Summary 49

Steps for the Future 51

Improving Communication Between System Stakeholders 51

Implementing Public Education Strategies To Improve CommunityUnderstanding About Court-Involved Youth 52

Improving Community-Based Services 52Improving Residential-Based Services 54Bringing Individual Effective Programs to Scale 55

AppendixesAppendix A: Members of the Task Force on Employment and Training

for Court-Involved Youth A-1Appendix B: National Employment Trends B-1Appendix C: State and Local Labor Market Information Contacts C-1Appendix D: State Workforce Investment Act Contacts D-1Appendix E: Additional Programs for Court-Involved Youth E-1Appendix F: Juvenile Justice Glossary F-1Appendix G: Employment and Training Glossary G-1Appendix H: Sources of Information H-1

Index

Introduction

Youth crime and the preparedness of court-involvedyouth to enter the labor market are serious concernsfor the Nation. Although many promising and exem-plary programs address the job-training needs ofat-risk youth, court-involved youth face a unique setof circumstances that require collaborative solutions.Collaboration has been a challenge, because policy-makers and program personnel who specialize inemployment and training and those who work withjuvenile offenders have not agreed about the relation-ship between programs that serve court-involvedyouth and the labor market and the economy.

From February 1997 through July 1998, the HomeBuilders Institute (HBI) convened the Task Forceon Employment and Training for Court-InvolvedYouth, jointly funded by the U.S. Department ofLabor (DOL), Employment and Training Adminis-tration (ETA), and the U.S. Department of Justice(DOJ), Office of Juvenile Justice and DelinquencyPrevention (OJJDP). HBI serves as the educationalarm of the National Association of Home Builders,one of the Nation's largest trade associations. TheTask Force examined practices and problems affect-ing a range of disciplines. The Task Force sought todevelop an effective strategy for improving the skillsof court-involved youth to enable them to enter thelabor market and reduce youth crime and recidivism.

This Task Force met five times, with the goal of im-proving the delivery of employment and trainingservices for court-involved youth. The Task Forceconsisted of individuals with diverse backgrounds,experiences, and levels of policy and program in-volvement. Participants included representativesfrom universities, national organizations, juvenilejustice and corrections associations, private not-for-profit community agencies, community-based orga-nizations, State juvenile justice agencies, private

foundations, School-to-Work initiatives, youth ser-vice organizations, congressional offices, and Fed-eral agencies. A full listing of Task Force members isprovided in appendix A.

This Report represents a compendium of the opin-ions and concerns of the Task Force members aboutcurrent conditions that affect court-involved youthand identifies the most promising strategies for con-necting court-involved youth to the labor market.Recognizing the connections between joblessnessand crime and between job preparation and earn-ings, the Task Force examined labor market issues,employment-centered programs, and system-levelrequirements. A major concern was the impact ofnegative perceptions about juvenile offenders incommunities, schools, and the labor market on suc-cessful workplace integration. The Task Force alsofocused on the fragmentation of services, competi-tion for funding, categorical funding, and the in-ability of systems to use resources collaboratively.Challenges addressed by the Task Force included:

Understanding the diverse needs of court-involved youth, taking into consideration gender,race, culture, health, and mental health issues.

Identifying the most promising mix of employ-ment and training strategies to move court-involved youth into the mainstream.

Defining the roles and responsibilities of theagencies and organizations that work with court-involved youth.

Recommending ways to move workforce develop-ment, juvenile justice, education, social services,community-based support, and labor market sys-tems toward collaborative solutions and effectivepractices.

The purpose of this Report is to engage policymakersand juvenile justice and workforce development prac-titioners in working collaboratively to remove thebarriers that preclude court-involved youth fromparticipation in the workforce.

The Report includes three introductory chapters,four chapters related to Task Force discussion areas,and eight appendixes. These chapters and appen-dixes include:

Court-Involved Youth: Description of the Tar-get Population. The first chapter provides infor-mation about court-involved youth and thechallenges in developing programs and systemsthat meet the needs of court-involved youth.

Overview of the Juvenile Justice System. Thesecond chapter provides information about thestructure of the juvenile justice system for readerswho are not involved in juvenile justice.

Overview of the Workforce DevelopmentSystem. The third chapter provides informationabout the structure of the workforce developmentsystem for readers who are not involved in work-force development.

Connections to the Labor Market. The fourthchapter provides an overview of youth and the labormarket, including a discussion of labor market op-portunities and workforce development issues.

Strategies and Promising Programs for Court-Involved Youth. The fifth chapter suggests strat-egies for linking youth in juvenile justice systemprograms to the labor market and provides anoverview of the most salient issues related toyouth development, exemplary practices that canbe adapted from programs serving at-risk youth,and information about promising programs cur-rently serving court-involved youth.

Systems Collaboration. The sixth chapter summa-rizes strengths and weaknesses of the juvenile jus-tice, workforce development, education, socialservices, community-based support, and labormarket systems that affect the delivery of services

to high-risk youth. In addition, the chapter pro-vides examples of successful cross-systemcollaboration.

Steps for the Future. The seventh chapter pro-vides recommendations and suggestions to assistpolicymakers in more effectively meeting theneeds of court-involved youth for workforcepreparation.

Appendix A: Members of the Task Force onEmployment and Training for Court-InvolvedYouth. Appendix A lists the members of the TaskForce on Employment and Training for Court-Involved Youth.

Appendix B: National Employment Trends.Appendix B presents lists of the 10 fastest grow-ing occupations between 1996 and 2006 in termsof percentages and total numbers.

Appendix C: State and Local Labor MarketInformation Contacts. Appendix C provides cur-rent contact information for State OccupationalInformation Coordinating Committee resources.

Appendix D: State Workforce Investment ActContacts. Appendix D provides current contactinformation for State Workforce Investment Actresources.

Appendix E: Additional Programs for Court-Involved Youth. Appendix E provides a compen-dium of additional programs that may be resourcesfor policymakers and program developers.

Appendix F: Juvenile Justice Glossary. Appen-dix F defines key terms in the field of juvenilejustice to clarify their use in this Report.

Appendix G: Employment and TrainingGlossary. Appendix G defines key terms relatedto employment and training to clarify their use inthis Report.

Appendix H: Sources of Information. AppendixH includes contact information for programs,funding sources, and current initiatives in youthdevelopment, policymaking, juvenile justice, edu-cation, and workforce development.

Court-Involved Youth: Description of theTarget Population

Three primary categories of youth are found in lit-erature that addresses at-risk or high-risk youth:

Those at whom primary delinquency preventionprograms are targeted: that is, those who havenot committed illegal acts but who have risk fac-tors associated with the potential for delinquentbehaviors.

Those on whom secondary prevention efforts arefocused: that is, those who are at risk of delin-quent behaviors (e.g., because of drug and alco-hol abuse, parental abuse and neglect, schoolmisconduct, and negative peer group associa-tions) and who may have come in contact withthe juvenile justice system as nonoffenders (e.g.,as victims of child abuse or neglect) or as statusoffenders.

Those who have committed delinquent acts andon whom intervention programs are focused tointerrupt the progression of delinquent behaviorsand prevent recidivism.

The proceedings of the Task Force were focused on"court-involved youth," those who have committedstatus offenses or delinquent acts. Delinquent actstypically fall into three categories: crimes againstpersons, crimes against property, and crimes relatedto substance abuse.

Status offenses may include behaviors such as run-ning away from home, truancy, ungovernability,curfew violations, and underage drinking. Some-times youth charged with this category of offenseare placed under juvenile supervision until the situa-tion:is resolved; however, most cases are treated aschild welfare cases.

Important characteristics vary within the populationof court-involved youth. These factors include:

Age at onset of delinquent behaviors.

Number of offenses.

Severity of offense.

Penetration in the system (previous levels of in-volvement with the juvenile justice system, e.g.,diversion, home supervision, community correc-tions, or residential placement).

Recidivism.

The level of severity of the delinquent behavior dic-tates which court-mandated sanctions (involvingplacement, supervision, and restitution) are appliedand where jurisdictional control (i.e., local, State,confined facility, or community corrections) isplaced. The number of previous offenses is typicallyconsidered, especially for youth whose offensescontinue or worsen.

Profile InformationMore than 2.8 million arrests of persons under theage of 18 were made in 1997, representing about9.3 percent of the U.S. population between the agesof 10 and 17.' An estimated 2.6 million arrests ofpersons under the age of 18 were made in 1998.2The data provided below summarize statistics asso-ciated with these court-involved youth:

' These data were extrapolated in whole or in part from H.N.Snyder and M. Sickmund, Juvenile Offenders and Victims: 1999National Report, Washington. DC: U.S. Department of Justice,Office of Justice Programs, Office of Juvenile Justice andDelinquency Prevention, 1999.

Data for 1998 were adapted from H.N. Snyder, Juvenile Arrests1998, Bulletin, Washington, DC: U.S. Department of Justice,Office of Justice Programs, Office of Juvenile Justice andDelinquency Prevention, 1999.

Characteristics of Court- Involved YouthSome of the characteristics typically associatedwith court-involved youth include the following:

Lack of a stable family environment.

Lack of a family support system or poor familyrelationships.

Abusive family relationships, including sexualabuse.

Lack of attachment to school and community.

Poor school performance (e.g., low gradepoint average, history of being retained, basicskills at least two grade levels below expectedgrade level, history of truancy, and persistenttardiness).

Poverty.

Early parenthood.

Negative peer group influences, including gang-related behaviors.

Early experimentation with illegal substances(e.g., alcohol and drugs).

Persistent alcohol and drug abuse.

Involvement with the drug culture.

Behavioral disorders (e.g., antisocial or asocialbehaviors and lack of self-control).

Absence of positive adult role models.

Limited social skills.

Mental health issues.

Poor self-esteem/underdeveloped sense ofself-worth.

Delayed developmental stages.

Health issues, including those related to sexualactivity.

Poor communication skills.

One in twenty arrests of juveniles in 1997 was fora violent crime of aggravated assault, robbery,forcible rape, or murder.

One in eleven arrests of juveniles involvedyouth under the age of 13.

4 Sixteen- and seventeen-year-olds accounted for48 percent of the arrests.

Caucasians represented 71 percent of all juve-nile arrests.

African American youth represented 26 per-cent of all juvenile arrests.

In 1998, Caucasians represented 55 percent, andAfrican Americans 42 percent, of juvenile arrestsfor violent crimes.

One in seven arrests was for an alcohol or drugoffense (i.e., drug abuse violation, driving un-der the influence, liquor law violation, ordrunkenness).

In 1998, African American youth were in-volved in a disproportionate number of arrestsfor murder (49 percent), forcible rape (39 per-cent), robbery (54 percent), aggravated assault(37 percent), burglary (24 percent), larceny-theft (26 percent), motor vehicle theft (36 per-cent), weapons (32 percent), drug abuseviolations (32 percent), and curfew and loiter-ing (27 percent).

Caucasian youth accounted for 70 percent, andAfrican American youth 27 percent, of prop-erty crime arrests.

Fifty-eight percent of those in formally processeddelinquency cases were adjudicated delinquent in1996.

African American youth constitute a relatively highproportion of court-involved youth, compared withtheir proportion of the total youth population. Thiscircumstance pervades the juvenile justice systemat all levels, resulting in higher confinement ratesfor African Americans than for other youth. Thisimbalance is critical to discussions regarding labormarket attachment, especially given the continuedhigh unemployment rate ofyoung African Ameri-can males. The imbalance also has implicationsfor program development. Culturally sensitive

programming must be a primary consideration forprogram developers.

Offenders who begin their illegal activity early andremain active for an extended period are more likelyto enter the adult (criminal) justice system thanyouth whose delinquent behavior is limited to a fewincidents. The risk and public safety factors that areassociated with repeat offenders, especially repeatviolent offenders, also affect the extent to whichcourt-involved youth may participate in theworkforce.

Factors Affecting Offender StatusIf a court-involved youth is charged with a subse-quent violation of the law, he or she is considered arecidivist. However, a youth may be given increasedsanctions or returned to a more secure environmenteven without committing another crime if he or shehas violated the terms of a consent decree, proba-tion, or parole. Some examples of these violationsinclude failure to appear for an appointment withthe probation or parole officer, find employment,reenroll in school, or comply with treatment require-ments (e.g., mental health or substance abuse coun-seling); chronic truancy; and/or reinvolvement ingang-related or substance abuse behaviors. In someinstances these youth are placed under house arrestor may be returned to a commitment facility.

In other instances, a youth may be charged with anoffense that was committed prior to the current one,and this circumstance may result in a change in su-pervisory status of the youth. A new charge and itssubsequent disposition may have significant influ-ence on the development of consistent treatmentplans and can reduce the likelihood of youth benefit-ing from or participating in education or vocationalpreparation programs.

Adding to the complicated nature of charges andjurisdictional control are family circumstances andcommunity support systems. An evaluation of thesefactors often enters into placement decisions. Court-involved youth may be placed on probation, assignedto a community corrections program, committed toa secure residential correctional facility, and subse-quently put in aftercare. Depending on the course ofaction taken and the State in which it is taken, youth

and their families may find themselves embroiled inthe complexities of multiple systems, spanning ex-ecutive and judiciary branches, county and Statelevels of government, and juvenile justice, education,and child welfare agencies. The complexity andfragmentation of these systems tend to work againstthe collaboration and coordination among multipleagencies that are essential to consistent, efficient,and effective interventions, such as those addressingemployment and education.

Issues Centered on AgeAge is another factor in working with court-involvedyouth. Legally, the age at which the youth commits aparticular crime can determine whether the youthfalls under the jurisdiction of the juvenile justicesystem or the adult (criminal) justice system. Theupper age limit of juvenile court jurisdiction in delin-quency matters is defined by State statute. In mostStates, the upper limit is 17. However, in 8 States,the upper limit is 16, and in 3 States, it is 15. Further,many States have provisions to treat youth as if theywere adults for specific violent crimes. For example,in Vermont, youth as young as 10 can be processedthrough the adult (criminal) justice system; in Mon-tana, the age limit is 12, and in Georgia, Illinois,Mississippi, and North Carolina, the age limit is 13.

The classification "youthful offender" often refers toyouth ages 18 to 25, who may be separated fromolder adults in a correctional facility, but who fallunder the jurisdiction of the adult (criminal) justicesystem. In some States (e.g., California), ayouth maybe retained in a youth facility beyond his or her 18thbirthday, until the expiration of the sentence or untilthe youth reaches the age of 24. In other instances,youth may be administratively transferred from ayouth facility to an adult facility at the age of 18.

The age range of youth in juvenile facilities pre-sents challenges for designers of workforce prepara-tion programs, especially as age relates to labormarket involvement, program services, and systemscollaboration. Youth between the ages of 10 and 13require significantly different sets of treatment andskills programming than those between the ages of16 and 17, regardless of the nature of the delinquentacts for which the youth are confined.

Programming is further complicated by the variedage limits for services within the education, work-force development, and social service systems. Mostpublic school K-12 education systems are mandatedto provide services until an individual attains a highschool diploma or until the individual reaches his orher 21st birthday. Individuals are considered eligiblefor enrollment in Workforce Investment Act (WIA)youth services until they reach the age of 22. Furtherinformation about WIA, which was to be fullyimplemented in all States by July 1, 2000, is pro-vided in the chapter "Overview of the Workforce

Development System." Contact information is pro-vided in appendix D. Many social service programs,including those funded through the U.S. Depart-ment of Housing and Urban Development (HUD)and the U.S. Department of Health and HumanServices, use age 24 as the upper limit for eligibilityfor youth services.

The implications of age disparities among the vari-ous systems and programs that affect court-involvedyouth are discussed in later chapters of this Report.

Overview of the Juvenile Justice System

Juvenile justice statutes vary significantlyamongStates. Differences in age limits, jurisdictional control,and the extent of sanctions for specific offenses createconfusion for those working with court-involvedyouth. In most States, the juvenile justice system isindependent of the adult criminal justice system and istypically administered by a State social service agency(e.g., a human services agency in 23 States and a chil-dren and family services agency in 6 States). In 11States, the adult corrections system administers juve-nile justice.3 Services provided through the juvenilejustice system have the dual purpose of rehabilitatingcourt-involved youth and providing for publicsafety; the balance between the two goals varies bylocality. Personnel involved in the juvenile justice pro-cess include law enforcement personnel (police andsheriff's departments), intake and probation workers,prosecutors, defense attorneys, juvenile court judges,probation and social service workers, residential fa-cility personnel, and aftercare workers. This chapterdescribes common elements of juvenile justice systemsand those elements that may affect collaboration be-tween the workforce and educational systems andthose seeking job training and employment for court-involved youth.

Components of the JuvenileJustice System

Prevention/Early InterventionPrevention or early intervention programs targetyouth who display certain risk factors. Most

M. Sickmund, H.N. Snyder. and E. Poe-Yamagata, JuvenileOffenders and Victims: 1997 Update on Violence, Washington, DC:U.S. Department of Justice, Office of Justice Programs, Officeof Juvenile Justice and Delinquency Prevention, 1997.

unsuccessful juvenile delinquency efforts have failedbecause of their negative approachattempting tokeep juveniles from misbehaving. Positive ap-proaches that emphasize opportunities for healthysocial, physical, and mental development have amuch greater likelihood of success: Successful delin-quency prevention strategies must be positive intheir orientation and comprehensive in their scope.4

Diversion

A significant number of youth are diverted from thejuvenile justice system, often into alternative pro-grams. The programs can provide extra support,guidance, and positive experiences to youth whomay be involved in status offending such as truancy,violation of curfews, or underage drinking or inminor delinquency such as vandalism.5 Other pro-grams directly target at-risk youth.

Early intervention and diversion services are de-signed to prevent further involvement in the juvenilejustice system. Youth receiving these front-end ser-vices are relatively young offenders, typically under16 years old. These services attempt to involve

young offenders in healthy, prosocial activities andrelationships with peers and adults that will serve asprotective factors and curb their involvement infurther delinquent activity. Because these youthpose a minimal safety risk to the public, these earlyintervention services can be provided to youth intheir communities while they live at home.

For more information on prevention, see J.C. Howell, ed.,Guide for implementing the Comprehensive Strategy for Serious, Violent,and Chronic Juvenile Offenders, Washington, DC: U.S. Departmentof Justice, Office of Justice Programs, Office of Juvenile Jus-tice and Delinquency Prevention, 1995, p. 11.

5 Sickmund, Snyder, and Poe-Yamagata, 1997.

Balanced and Restorative JusticeMany States have begun to develop and imple-ment a new vision for juvenile justice: balancedand restorative justice (BARJ). The BARJ modelseeks to balance offender accountability, publicsafety, and competency development by helpingjuvenile justice systems to become more respon-sive to the needs of victims, offenders, and thecommunity. Recognizing both victim and of-fender restoration as critical goals, BARJ utilizesalternative sanctions such as community serviceand victim restitution to engage youth and in-volve victims in the justice process. Achievingthese goals also leads to improved communitysafety and quality of life.'

' Office of Juvenile Justice and Delinquency Preven-tion, Gaga, for Implementing the Balanced an? Restorative

.Iuotice Mode4 Report, Washington, DC: U.S. Departmentof Justice, Office of Justice Programs, Office of Juve-nile Justice and Delinquency Prevention, 1998;.P.Freivalds, Balanced arid Restorative Jueticc Project (BART),Fact Sheet, Washington. DC: U.S. Department of Jus-tice, Office of Justice Programs, Office of JuvenileJustice and Delinquency Prevention. 1996.

Intake

The court intake function is generally the responsibil-ity of the juvenile probation department and/or theprosecutor's office. The responsible agency decideswhether to dismiss the case, to handle the matter in-formally, or to request formal intervention by thejuvenile court. About half of all cases referred to juve-nile court are handled informally. If the juvenile suc-cessfully complies with the informal disposition, thecase is dismissed. If the case is to be handled formallyin juvenile court, the agency responsible for intakefiles one of two types of petitions: a delinquency peti-tion requesting an adjudicatory hearing or a waiverhearing to transfer the case to criminal court.6

Detention

Juveniles may be confined in a secure juvenile de-tention facility for their own or the community's

6 Snyder and Sickmund, 1999, p. 97.

;

protection prior to a hearing. The initial decisionabout detention is made by juvenile probation offi-cers or detention workers. Once a court hearing isheld (usually within 24 hours of arrest), a judgedetermines whether to continue the detention orrelease the juvenile. The original detention may con-tinue beyond the adjudicatory (trial) and disposi-tional (sentencing) hearings while a juvenile isawaiting placement.

Waiver

Waiver petitions may be filed by the prosecutor orintake worker when it appears that a case would bemore appropriately handled in criminal court. Inmost cases, the juvenile court judge must make thefinal decision to waive juvenile jurisdiction andtransfer the case to criminal court. In an increasingnumber of States, the laws permit prosecutors dis-cretion to file in either juvenile or adult (criminal)court. As stated above, some States specify in stat-utes the conditions under which youth are to be pro-cessed through the adult (criminal) justice system.

AdjudicationJuvenile court proceedings are considered to be"quasi- civil" rather than criminal, and they may beconfidential. Most often, juveniles enter pleas ofguilt. However, when they do not, an adjudicatoryhearing (similar to a trial in criminal court) is held todetermine whether the youth is responsible for theoffense(s) with which he or she is charged. Thisdetermination is almost always made by a judge.Only a few States allow juvenile cases to be decidedby a jury. If guilt is established, the youth is adjudi-cated delinquent (similar to being convicted incriminal court), regardless of the offense. The youthhas the right to appeal to a higher court.

Disposition

Prior to a final disposition (similar to sentencing incriminal court), the probation staff develops a disposi-tion plan. The plan is based on an assessment of ayouth's needs, available support systems and programs,and community security. At the disposition hearing,recommendations are presented to the judge, who thendecides the appropriate disposition (sentence).

'sj 18

ProbationProbation is a disposition under which the courtconditionally releases the youth to the community inthe care and custody of a parent, guardian, or custo-dian under prescribed rules and conditions. In mostcases, the court's rules and conditions are directed atthe youth to ensure public safety, and they follow acourse of treatment outlined in the probationofficer's disposition plan. Examples of rules includeordering a youth to complete drug counseling andfamily therapy, pay restitution, and perform commu-nity service. In most juvenile courts, the length ofprobation may be open-ended (indeterminate) orspecified. Depending on the severity of the offenseand other factors, probation officers have varyinglevels of contact with the youth. Caseloads for pro-bation officers are generally very high. Courts oftenconduct review hearings to monitor the progress ofyouth on probation and may terminate the probationif all the conditions are met. An estimated 60 percentof all youth who are adjudicated delinquent areplaced on formal probation.

Residential PlacementApproximately 30 percent of adjudicated delin-quents are placed in residential facilities for specificor indeterminate time periods. These facilities maybe publicly or privately operated (some States con-tract the operations to private vendors) and mayhave secure, prisonlike environments or more open,homelike settings. Youth may be confined at a dis-tance from their home communities in larger State-owned facilities (publicly or privately operated) orin small residential facilities.

Depending on statutory provisions, the placementand release decisions may rest with the State depart-ment of juvenile corrections, once the dispositiondecision is made. In other instances, the judge re-tains jurisdiction and may make determinationsabout placement and duration of confinement.

Residential Programming

Residential facilities monitor the presence and ac-tivities of assigned youth at all times. These facilitiesserve delinquents who have been remanded by juve-nile courts to the care of the State because of the

risk they pose to public safety and the severity oftheir needs, and/or the nature and seriousness oftheir offenses. These facilities are self-contained andtypically provide some level of rehabilitative servicesfor youth, including health, education, counseling,recreation, and employment and training. The na-tional average age of youth in residential facilities is15.8, and the average length of stay is 157 days.Historically, these facilities have been large "reformschools" or "training schools," housing up to 300youth drawn from wide geographic regions of theState. Starting in the 1970's, some States opted toeliminate or reduce their dependence on large facili-ties. Instead, they developed smaller, community-based facilities serving 10 to 50 youth. These smallerfacilities typically allow youth to be placed closer totheir homes and to the communities to which theywill return upon release.

Community CorrectionsWith community corrections (including prereleasecenters, halfway houses, residential drug and alcoholtreatment facilities, restitution, and day reportingcenters), juveniles are required to adhere to the dis-position plan, receive services, and be monitored bya probation officer. In some settings, court-involvedyouth reside at home or with a designated guardian.In other community corrections models, youth areplaced in a community-based residential setting thatpermits treatment flexibility consistent with the dis-position plan (probation order). The disposition planspecifies the education, training, counseling, andsupport services required, in addition to restrictingthe juvenile's freedom and certain forms of behavior.Some youth may be enrolled in prevention programsthat also serve at-risk youth or that are designed foryouth receiving aftercare services. Officers of thecourt (e.g., probation or parole officers) are respon-sible for monitoring the status of the youth and en-suring compliance with court-ordered mandates,including participation in education, vocationaltraining, community service, and treatment.

The community corrections approach is not new; ithas roots in the early social reform efforts in theUnited States. The approach has been promotedduring the past 25 years in response to the ineffective-ness of traditional systems in reducing recidivism,

in stemming progressive involvement of youth indelinquent behaviors, and in addressing the develop-mental needs of youth. Community correctionsprograms recognize the importance of youth's re-connecting to their communities and developingconsistent relationships with positive adult role mod-els. These programs provide treatment interventionsthat reflect the expectations of the community andsociety. Current approaches to community correc-tions may apply the BARJ, Intensive Aftercare Pro-gram (IAP), and/or Integrated Social Control (ISC)models. For more information about these ap-proaches, see sidebars on this page and on pages 8and 11.

AftercarePlanning for community reintegration should beginas soon as the youth is committed to the system.Most States require youth to undergo supervisionand treatment after release from an institution. Thisrequirement combines surveillance and participationin reintegration activities consistent with the ser-vices provided in the institution. If the juvenile doesnot comply with the terms of aftercare, he or shemay be recommitted either to the same facility fromwhich he or she was released or to another facility.

Aftercare includes the services that are provided toyouth in preparation for and following release from

Intensive Aftercare Program

The IAP' model assumes that any attempt to lowerrates of recidivism among court-involved youthmust include intensive intervention strategies thatprovide social control and services.2 The IAP modelrecommends five principles of programmatic action.Together, the principles establish a set of funda-mental operational goals for IAP:

Preparing youth for progressively increased re-sponsibility and freedom in the community.

Facilitating youth-community interaction andinvolvement.

Working with the offender and targeted commu-nity support systems (e.g., families, peers, schools,and employers) to promote constructive interac-tion and successful reintegration of the youthinto the community.

Developing new resources and support systemswhere needed.

' For more information about IAP, contact The JohnsHopkins University, Institute for Policy Studies. Seeappendix H for contact information.

D.M. Altschuler and T.L. Armstrong, In Aftercare forHigh-Risk Juvendex A Community Caro Model Summary, Wash-ington, DC: U.S. Department of Justice, Office of JusticePrograms, Office of Juvenile Justice and DelinquencyPrevention, 1994.

Monitoring and testing the ability of the youthand the community to deal with each otherproductively.3

Data from IAP implementations demonstrate theimportance of the following elements:

Consistent approach to family, peer, school, work,and drug-involvement issues by all residentialand community-based youth aftercare programs.

Effective development and implementation ofaftercare surveillance to reinforce youth partici-pation in beneficial treatment activities.

Diligent provision of overarching case manage-ment services, including:

Risk assessment and classification to establishyouth eligibility.

Individual case planning that incorporatesfamily and community perspectives.

A mix of intensive surveillance, enhancedservices, and links to social networks.

A balance of incentives, graduated conse-quences, and realistic, enforceable conditions.

Altschuler and Armstrong, 1994.

Integrated Social ControlThe Integrated Social Control (ISC) model inte-grates the central components of control, strain,and social learning theories. It argues that thecombined forces of inadequate socialization,strains between occupational and educationalaspirations and expectations, and neighborhoodsocial disorganization lead to weak bonding toconventional values and activities in the family,school, and community. Weak bonding can leadyouth to a delinquent lifestyle through negativepeer influences. The ISC model is a theory of .

delinquency among the general adolescentpopulation and the applicability of its major fac-tors to institution-bound youth should be con-sidered carefully. For example, the modelassumes that involvement with the family keepsadolescents from delinquent involvement.'

' B. Krisberg, D. Neuenfeldt, R. Wiebush, and 0. Rodri-guez, Juvenile Intensity Supervision: Planning Glade, Sum-mazy, Washington. DC: U.S. Department of Justice,Office of Justice Programs, Office of Juvenile Justiceand Delinquency Prevention, 1994, pp. 6 and 8.

residential facilities. The youth remain the responsi-bility of the State juvenile justice agency and are stillin need of support services. After being incarceratedfor an extended period of time, it is often difficult foryouth to make a positive transition back to theirfamilies and home communities. The structure andpositive supports of the residential facility are nolonger available to them, whereas the communityconditions and factors that contributed to their ini-

tial delinquency remain intact. Ideally, aftercareservices are designed to provide adequate supervi-sion and to create a wide range of healthy supports inthe youth's home neighborhood that will enable theyouth to sustain and develop the prosocial attitudesand behaviors acquired in the residential setting. Inthis way, aftercare, early intervention, and commu-nity corrections services are similar in their attemptsto help youth become and remain involved in pro-social, developmentally healthy activities in theirhome communities.

SummaryWhile prevention, diversion, residential commit-ment, community corrections, and aftercare are of-ten discussed separately, together they are intendedto constitute a flexible continuum of sanctions andcare. Ideally, this continuum enables State and localsystems to provide the appropriate supervision andrehabilitative services in the least restrictive setting,while accounting for public safety.

Juvenile justice systems differ from State to State;however, the basic process from arrest to aftercare issimilar. The varying age range of youth involved inthe system and different jurisdictional schemes makeit difficult to plan and implement workforce devel-opment programs. However, recent efforts to identify,evaluate, and promote program models that work forcourt-involved youth indicate that collaborativeplanning among the systems that serve these youthdoes make a difference. Disseminating these bestpractices throughout the juvenile justice system,workforce development system, and larger commu-nities continues to be a challenge.

Overview of the WorkforceDevelopment System

Connecting WorkforceDevelopment to the JuvenileJustice SystemA major developmental task of adolescence is pre-paring for economic self-sufficiency in adulthood.Successfully meeting this challenge requires youthto develop many related skills. First, youth need tolearn how to be productivehow to set a goal anddevise and implement an action plan for attainingthe goal. Second, youth must develop an array ofacademic, technical, and social skills to be effectivein work environments that are increasingly complexand interdependent. Third, youth must connect tothe labor market by investigating and planning topursue possible career paths.

In support of youth developing these three skills,many State juvenile justice agencies provide employ-ment and training services to court-involved youthas treatment activities integrated into the stages ofsanctions presented in the previous chapter. Unfor-tunately, the content and quality of these servicesvary tremendously within and among State systems.The variation is due, in part, to the disconnection ofthe juvenile justice system, the State workforce de-velopment systems, and the Federal youth employ-ment and training system, administered through theEmployment and Training Administration. Onemission of the Task Force on Employment andTraining for Court-Involved Youth is to bring thesetwo systems closer together and thereby improvethe quality of employment and training services forcourt-involved youth. Other causes of variation inthe content and quality of employment and trainingservices include operational challenges that are in-digenous to the juvenile justice system the variedneeds of court-involved youth, public safety issues,

negative effects of being labeled "a court-involvedyouth," and the logistical impediments created byout-of-community residential placements.

Five of the most common initiatives that affect youthwho are served through the workforce developmentsystem are highlighted in the following sections ofthis chapter. These include Workforce InvestmentAct Formula Funds, Youth Opportunity Movement,Job Corps, Youth Apprenticeship, School-to-Work,and One-Stop Centers.

Overview of the WorkforceInvestment ActThe Workforce Investment Act (WIA) was enacted inAugust 1998 to develop a more cohesive workforcedevelopment system that will provide easy access toservices and information for individuals and busi-nesses. State and local jurisdictions were requiredto fully convert from the existing structure, under theJob Training Partnership Act (JTPA), by July 1,2000. WIA requires collaboration and systems-levelcooperation among diverse, federally funded work-force development initiatives that will result in thefollowing:

Streamlining services through local one-stop ser-vice delivery systems.

Empowering individuals to make career decisionsand select training programs that meet their needsby establishing Individual Training Accounts.

Providing universal access to one-stop servicesthrough convenient physical locations.

Increasing accountability through the establish-ment of core performance indicators.

Creating a strong role for Workforce InvestmentBoards and the private sector by ensuring busi-ness leadership and expanding the policy andoversight role of the boards.

Promoting State and local flexibility that focuseson local and regional labor market needs.

Improving youth programs by establishing youthcouncils to link local labor market needs with com-munity youth services and ensuring connectionsbetween academic and occupational learning.

At the local and regional levels, four program areasare supported by WIA:

Adult programs, including Welfare-to-Work,dislocated workers and trade, and adult training.

Youth initiatives, including Job Corps, School-to-Work, Youth Opportunities and year-round andsummer youth programs.

Employer/labor services, including Bureau ofApprenticeship Training, labor liaisons, and em-ployer liaisons.

Workforce Security services, including unemploy-ment insurance (UI) and One-Stop/United StatesEmployment Services (USES Job Service).

Workforce Investment ActFormula FundsThe Workforce Investment Act of 1998 provides fundseach year to all States and localities in the UnitedStates for separate adult and youth job training pro-grams. These funds are distributed to States and localareas through a formula based on unemployment andpoverty rates. The local recipients of these funds areWorkforce Investment Boards, which decide how thefunds should be used in their areas. The WIA legisla-tion requires that these local boards establish YouthCouncils to oversee formula-funded youth programs.These Youth Councils can include members of thebroader Workforce Investment Board, representativesof youth service agencies and the school system,employers, union leaders, parents, and former youthprogram and Job Corps participants.

The WIA youth formula funds can be used for avariety of activities to serve both in-school and out-of-school youth ages 14 to 21. Each local area mustdevelop a service strategy for each youth participantbased on an individual assessment of basic skills,occupational skills, prior work experience, aptitudes,supportive service needs, and developmental needs.The local area must have an array of services avail-able for youth, including tutoring and dropout pre-vention, alternative schools, summer jobs, workexperience, occupational skills training, leadershipdevelopment, supportive services, adult mentors,followup services for at least 12 months, and coun-seling that includes drug and alcohol abuse counsel-ing and referral. These services can be provided by avariety of agencies, including the public school sys-tem, community colleges, community-based organi-zations, and trade schools.

Youth ages 18 and older are also eligible for servicesprovided under WIA adult formula funds, includingindividual training accounts to pay for vocationaltraining. Although applicants to WIA youth programsmust meet low-income eligibility criteria, applicantsfor adult services do not need to show low-incomestatus.

One-Stop CentersThe Workforce Investment Act requires local areasto develop a one-stop delivery system for employ-ment and training services. The goal is to establishOne-Stop Centers that provide access to a widevariety of services, including assessment and careercounseling, vocational training, job listings andplacement, unemployment compensation, vocationalrehabilitation, adult education and literacy, tradeadjustment assistance, the Job Corps, and othereducation and training services.

One-Stop Centers are open to both adults andyouth, but services to youth who are not from low-income families must be supported by fundingsources other than WIA. DOL considers One-StopCenters an important point of entry for youth toobtain job training services. DOL expects that cre-ative local programs will have youth entering em-ployment and training services through severaldifferent points, such as schools, sports programs,

Boys & Girls Clubs, and other community-basedorganizations.

One-Stop Centers are important resources for youthseeking employment. However, youth require amenu of support and services different from thosetypically provided to adult job seekers. In responseto the unique needs of youth, many jurisdictionshave established One-Stop Centers focused exclu-sively on youth workforce needs and involved withthe Youth Opportunity Movement. A unifiedworkforce development system that offers universalaccess via One-Stop Center systems should bothprovide customized services for each job seeker andreflect standard youth development principles.

Youth Opportunity MovementThe Youth Opportunity Movement offers a way tobridge gaps in services and break cycles that lead topoverty and despair. Youth Opportunity grants areavailable to qualifying communities (EmpowermentZone/Enterprise Community-designated areas andtribal/State-designated high-poverty areas). Thisfunding allows communities to establish one-stopservice centers where youth can access a wide rangeof services and resources with an emphasis on build-ing strong, communitywide, system-level partner-ships. Although all youth between the ages of 14 and21 are expected to benefit from this initiative, most ofthe funds are intended to serve out-of-school youthand other at-risk or high-risk youth populations.

Funds allocated under the Youth Opportunity Move-ment are expected to complement the Job Corps,School-to-Work, and formula-funded youth programs.The goal is to decrease the high unemployment ratesof youth residing in impoverished communities, there-by helping these communities to reduce crime, youthgangs, illegal drug use, and welfare dependency.

Youth Offender Demonstration grants are also in-cluded as part of the Youth Opportunity Movement.Funds have been made available to Workforce In-vestment Boards in selected areas of the country,juvenile correctional facilities, and community-basedorganizations to improve services for at-risk andcourt-involved youth.

Job CorpsJob Corps is a national residential education andtraining program for severely disadvantaged youthages 16 to 24.7 The program prepares youth forstable, productive employment and entrance intovocational/technical schools, junior colleges, militaryservice, or other institutions for further educationand training.

Job Corps targets the most disadvantaged youth,who face multiple barriers to employment. The pro-gram provides a comprehensive mix of services in anintegrated and coordinated manner. Students spendabout half of their time in basic education and abouthalf in vocational skills training.

Those who remain enrolled in Job Corps for longerperiods of time are more likely to earn a high schoolequivalency diploma, finish skills training, and findemployment at higher wages than early dropouts.During program year 1997, 80 percent of all JobCorps students were placed in jobs or enrolled ineducation programs. In 1997, more than 65,000 newstudents entered the Job Corps.

Private and nonprofit sector organizations operate87 Job Corps centers under contract with the U.S.Department of Labor. The U.S. Departments ofAgriculture and the Interior operate 28 additionaljob centers on public lands under interagency agree-ments with DOL.

Job Corps is offered as an open entry, open exit pro-gram and allows youth to receive education; training,including community service projects; and job place-ment throughout the year. Although Job Corps ser-vices are not available in every community, theprogram offers substantial opportunities for earlyintervention/diversion and aftercare referrals basedon a residential work-preparation model. The JobCorps program has received significant attention atthe national level for having components that benefitcourt-involved youth. The 1994 Crime Bill providesa funding avenue for States wishing to replicate

7 For more information about Job Corps, contact the U.S. De-partment of Labor. See appendix H for contact information.

Job CorpsMany Job Corps sites have established relation-ships with juvenile justice agencies, allowingyouth offenders to enter Job Corps programsupon completion of residential treatment orother sanctions. One example of cooperation Isin the State of New Jersey. An agreement existsbetween the Edison, NJ, Job Corps and the 55-bed State-run juvenile residential program that iscollocated at the Edison Job Corps site.' Theseagreements typically improve the chances of thecourt-involved youth being accepted into JobCorps. However, many residential youth, alreadyaway from their families for an extended periodof time, prefer returning home rather than enter-ing another residential program.

Based on statistics from 111 centers, the JobCorps annual report for program year 1995 foundthat 75 percent of participants became employedor entered postsecondary education, the averagestarting wage was $5.98, and 46 percent of par-ticipants obtained jobs related to their training.Placement rates were higher for participants whoearned a GED and completed vocational trainingthan for those who did not. According to-a studyin 1982, Job Corps had a larger impact on earn-ings than other training programs.2

Until recently, the residential youth participated invocational programs in many different skill areas offeredto Job Corps residents. However, because funding wasinsufficient to allow enough supervisors to accompany thejuveniles to all program sites, this practice of sendingyouth to the Job Corps site has been discontinued.

'C. Ma liar, S. Kerachsky, C. Thornton, and D. Long,Evaluation of the Economic Impact of the Job Corp., Program:Third Follow-Up Report, Princeton, NJ: MathematicsPolicy Research, Inc., 1982.

the Job Corps model for court-involved youth.'Significant features of the program are listed below:

Job Corps is the only residential job training pro-gram that has childcare services and single-parent

8 Crime Bill, Part R: Certain Punishment for Young Offenders,1994.

dormitories so enrollees and their children canreceive concurrent services.

Job Corps involves business and industrythrough mandated local advisory boards, nationalindustry support, and regular review and evalua-tion to ensure that programs reflect current in-dustry practices and requirements.

Job Corps assists youth who have completed theprogram to find jobs in locations with strong mar-kets or back in their home communities throughnational training and placement contractors, thusplacing youth according to labor market needs.National volunteer organizations support youthduring the admissions process and provide men-tors during both enrollment and the adjustmentperiod following program completion.

Job Corps has a zero-tolerance policy for violenceand drugs.

Job Corps provides a readjustment allowance toeach youth who successfully completes the program.The allowance can be applied to rent, transporta-tion, or other essentials for independent living.

Youth ApprenticeshipYouth Apprenticeship programs engage youngpeople in work and learning settings with trainingby skilled workers that may promote youth entryinto apprenticeship programs. Although the originaldefinition of an apprentice is one who enters into awork agreement with an employer and works undera master of a trade, apprenticeship has grown to in-clude new definitions that are designed to strengthenon-the-job training (OJT) for young, unskilled work-ers. Apprenticeship programs benefit court-involvedyouth by replacing unhealthy peer attachments withattachments to employers and coworker apprentices.DOL defines apprenticeship as a training strategywith the following possible characteristics:9

Employers and others who can hire and trainindividuals in the workplace may sponsor appren-ticeships that combine hands-on worksite trainingwith related instruction.

9 DOL's Federal committee on apprenticeship, 1992.

Needs of the workplace and industry dictate thecontent and length of apprenticeship training.

Federal and State regulations govern formalapprenticeships.

Credentials, such as certificates of completion and/or journey-level status (indicating that one haslearned a trade), can result from apprenticeship.

Apprentices learn by working directly under masterworkers in their occupations.

DOL allows flexibility in defining apprenticeship:apprenticeship jobs are accepted as placements forcourt-involved youth if the jobs are recognized bythe employer, industry, or union or approved byDOL's Bureau of Apprenticeship Training (BAT) orState apprenticeship councils (SAC's). DOL recog-nizes the value of youth apprenticeship and encour-ages the development of apprenticeship programsthat allow youth to earn academic credit while learn-ing trades or other occupational skills and workingin settings that allow them to apply these skills.

School-to-WorkEnacted in 1994, the Federal School-to-Work (STW)Opportunities Act seeks to reduce the number ofyouth who drop out of school or graduate from highschool without career direction, marketable skills,and knowledge about workplace expectations. STWis a joint effort of DOL and the U.S. Department ofEducation.'° To receive Federal or State funds forSTW programs, local communities must form part-nerships among employers, schools, and other com-munity institutions, including local private industrycouncils (PIC's) and/or workforce developmentboards, public employment agencies, and youth de-velopment and community-based organizations. Thelocal partnerships must seek to build comprehensiveschool-to-work systems for all youth, includingthose who are college bound, at risk, or dropouts orwho have disabilities. While promoted as a workerpreparation program and considered integral to theworkforce development system, STW is also an im-portant element of recent school reform movements

1" For more information about STW, contact the U.S. Depart-ment of Labor. See appendix H for contact information.

that focus on high academic standards and improvedgraduation outcomes, including enrollment in post-secondary education and employment. STW isclosely aligned with the Goals 2000: EducateAmerica Act, which focuses on high academic per-formance and supports State accountability andassessment goals.

STW represents a new approach to learning, basedon the proven concept that education works best and ismost useful when students are able to apply classroomlearning to real work situations. STW participantsare expected to meet high academic standards and,through an integrated program of school- and work-based learning, to be prepared to enter college and/or the labor market upon completion of high school.

The STW system includes three core elements:

School-based learning that includes blended aca-demic and vocational training based on highacademic expectations and industry-definedoccupational skill standards.

Work-based learning that involves youth in work-place settings for career exploration, work experi-ence, structured training, and mentoring.

Connected activities that identify work-basedlearning opportunities, match students with em-ployers, train mentors, and build other bridgesbetween school and work.

STW includes academic and work preparation pro-grams, including vocational education, work-study,Tech Prep, youth apprenticeship, internship pro-grams, Junior Achievement, and other programsdesigned to serve both students who are collegebound and those who are not. To reflect the compre-hensiveness of the STW system, many States referto their STW initiative as the "school to careers" or"education to careers" program.

The STW legislation provides seed money for devel-opment of STW systems by States and local part-nerships. The legislation allows States and theirpartners to link education reform, worker prepara-tion, and economic development into a comprehen-sive system of workforce development. STW intendsto enhance existing efforts to prepare youth forhigh-wage, high-skill careers that are responsive to

current and future economic conditions. As of Sep-tember 30, 1998, all States had received funds toimplement statewide STW reform initiatives.

Although STW legislation does not provide for acontinuous funding stream, Federal STW funds canbe used by States and local partners to develop cur-riculums, support employer outreach, provide pro-fessional development opportunities for teachers,purchase career exploration materials, and fundemployer-sponsored STW initiatives.

Successful STW initiatives exist in Oregon and Wis-consin. In Oregon, students must achieve a Certifi-cate of Initial Mastery by the end of the 10th grade,

after which they begin either a college preparatoryprogram or one of a number of vocational or profes-sional curriculums that emphasize applied academ-ics, apprenticeships, or other School-to-Work,experience-based education models.

In Wisconsin, 10th graders receive a gateway assess-ment of core competencies that are multidisciplinary(i.e., reading, writing, science, and computation) andperformance based (i.e., problem solving, analyticalskills, and critical reasoning). School districts estab-lish the technical preparation programs, whereasyouth apprenticeship is authorized through theWisconsin State Department of Industry, Labor,and Human Relations.

Connections to the Labor Market

OverviewIn the past 25 years, the Nation's economy haschanged dramatically in response to technologicaladvancement and global competition. These changeshave profound implications for the labor market, theAmerican worker, and the workplace. The most criti-cal challenge confronted by court-involved youth andpersonnel who design and implement programs forthese youth is to effectively address issues related tohiring and training the youth for the labor market tomeet employers' and industry's requirements.

Jobs are changing, employer expectations are rising,and work requires higher cognitive skill levels thanever before. The availability of unskilled jobs has di-minished significantly because of technology and theavailability of cheap, unskilled labor abroad. The in-dustrial and occupational composition of employment,continuous technological changes in the workplace,corporate restructuring and downsizing, growing di-versity in the workplace, and the rising number ofimmigrants to the United States have caused signifi-cant changes over the past two decades. Internationalcompetition has driven U.S. industries to improvequality and to establish stringent new standards of cus-tomer service. Employers have responded to economicpressures by downsizing, flattening organizationalhierarchies, eliminating layers of middle management,outsourcing, and increasing the use of temporary, con-tract, and part-time workers. This increased use ofpersonnel supply companies, temporary agencies, andpart-time employees has lessened the need for and costof hiring unqualified full-time workers.

Labor Market TrendsIn addition to changes in labor market needs, thequality of labor is also changing. The new workplace

is characterized by movement toward efficient pro-duction systems, advanced technology applications,and a skilled flexible workforce. Workforce trendsindicate that employment growth will continue ata slower pace than in the past 10 years and will behighly concentrated by industry sectors. Nationally,the services and retail trade sectors are expected toaccount for 16.2 million of the projected new jobs.Business, health, and education services will accountfor 70 percent of the growth in the service industrysector." Local trends may vary from national trends.Appendix B summarizes national employmenttrends. State and local area employment data areavailable from State Labor Market Information andState Occupational Information Coordinating Com-mittee (SOICC) contacts; a contact list is providedin appendix C.

These changes in the labor market demand thatworkers possess a new set of skills, including higheracademic attainment; work readiness; generic, high-performance workplace skills; and adaptability. Thedemand for workers with higher order skills exceedsthe supply of recent college graduates. In many partsof the Nation, thousands of jobs that require techni-cal skills, but that do not require a college degree, gounfilled. Employers value employees who are readyto work and have a strong work ethic, positive atti-tude, drive, and initiative. Work-based learning withemployer involvement in curriculum design and jobplacement can also have significant positive conse-quences for court-involved youthfrom providingappropriate workplace skills to making connectionswith real employers to providing an income during

" H.N. Fullerton, Jr., 1996, Tomorrow's jobs, in The 1996-97Occupational Outlook Handbook, Bureau of Labor Statistics, re-trieved December 16, 1996, from the World Wide Web:Stats.b1s.gov/oco2003.htm.

the learning process. Workforce skills develop-ment programs should offer youth services thatcan address the specialized needs of court-involved youth (e.g., mental health or substanceabuse treatment).

The U.S. Secretary of Labor's Commission onAchieving Necessary Skills (SCANS) identified fivesets of competencies. Together, the competenciesconstitute the basic skills set that contemporaryworkers must possess. The competencies are listedbelow:

Resources: Identifies, organizes, plans, andallocates resources.

Interpersonal: Works well with others.

Information: Acquires and uses information.

Systems: Understands complex interrelationships.

Technology: Works with a variety of technologies.

Workers without the required skills increasinglywill be relegated to lower paying jobs in less com-petitive industries and afforded an ever-narrowingrange of career options. The state of today'seconomy intensifies this problem. Although theeconomy is robust, it does not provide the stabil-ity and job security enjoyed by earlier generationsof Americans. Workers can no longer expect tospend their careers with one employer, within thesame occupation or industry, or even within thesame career field. To remain economically viable,American workers must continue to upgrade theirskills and be prepared to adapt to evolving skilldemands. They need to become increasingly en-trepreneurial, lifelong learners; to anticipatechange; and to continue to obtain education andtraining to compete in the changing job marketand economy. Concurrently, as employers con-tinue to outsource work and use independent con-tractors, more individuals will become part of thecontingent workforce.

Labor Market Issues for YouthWhile the Nation's overall unemployment ratereached an all-time low in 1997, the unemploymentrate for youth remains high. In October 1997, the

adult unemployment rate was 4.7 percent, but theunemployment rate for young workers (19 and un-der) was 15.3 percent. Although the unemploymentrate for African American youth declined signifi-cantly between 1992 and 1997, from 42.2 percent to28.4 percent, it is still twice that of white youth andsix times greater than the national average.

In addition to showing higher unemployment ratesfor youth, statistics indicate that the labor market isrelatively unfriendly to young workers in other re-spects. According to a study that compared youngworkers between the ages of 17 and 24 with workersover age 25,12 labor market entry is more difficult foryounger workers, the prevalence of part-time jobs isgreater, and jobs are more likely to be characterizedby low wages. Youth who want full-time work areforced to work part-time over three times more oftenthan adults (7.2 percent versus 2.3 percent). Evenwhen they work full-time, youth are more likely thantheir adult counterparts to make wages that are belowpoverty level for a family of three. When taken to-gether, youth experience these labor market problemsat a rate that is more than three times greater (48.7percent versus 15.6 percent) than the rate for adults.

The decline in real earnings, which has continued formore than 20 years, is another factor facing youth. In1973, the median, real weekly earnings in the UnitedStates reached $440 for men and $332 for women,I3a post-World War II peak. Since 1973, the constantdollar weekly wages (accounting for inflation) havefallen by more than 31 percent for men and 17 per-cent for women with full-time jobs. Young workers,especially young men with no postsecondary school-ing, have experienced the most severe deteriorationin their earning power. The steep decline in earningshas lengthened the time many young adults requireto achieve economic independence and form theirown households, and it has placed many young

12 A. Sum, N. Fog, and N. Fog, Confronting the demographicchallenge: Future labor market prospects of out-of-school youngadults, in A Generation of Challenge: Pathway., to Success for UrbanYouth, Baltimore, MD: Sar Levitan Youth Policy Network,1997, pp. 14-44.

13 D. Rentner, J. Jennings, and S. Halperin, A Young Person:fGuide to Earning and Learning, Washington, DC: Center on Edu-cation Policy and American Youth Policy Forum, data fromBureau of the Census, Education Attainment in the UnitedStates: March 1993 and 1992 (data for March 1992), 1994.

adults and their children at risk of poverty. Insummary, the data show that compared with adults,young workers experience much higher unemploy-ment levels and significant problems in finding full-time work, and they are much more likely to earnpoverty-level wages if they find full-time employment.

The education level of youth is a significant factor intheir employability. Education level is correlatedwith the following:

Labor market success. Data indicate that indi-viduals with less than 12 years of education havean unemployment rate of 14.8 percent, whereasthose with high school degrees or GED's have anunemployment rate of 10.4 percent. Youth with13 to 15 years of schooling (1 to 2 years of post-secondary education or training) have an unem-ployment rate of 6.9 percent, and those with 16 ormore years of education (college degree or higher)have an unemployment rate of only 3.9 percent.

Ability to obtain a full-time job. Although 87percent of college graduates (16 years of educa-tion or more) are employed in full-time jobs, only36 percent of high school dropouts (less than 12years of education) are similarly employed.

Earnings. A comparison of earnings indicatesthat only 11 percent of high school dropouts areemployed in jobs that pay $300 or more per weeka good standard for determining poverty levelwhereas 64 percent of college graduates are injobs that pay more.

Potential earnings. A worker with a high schooldiploma or GED can expect to earn nearly$212,000 more than a worker without either cre-dential during his or her working life. An indi-vidual with a 4-year college degree can expect toearn $812,000 more than a high school dropoutduring his or her working life.'4

Labor Market Issues forCourt-Involved YouthThe ramifications of labor market trends for court-involved youth are even more pronounced than for

" Rentner, Jennings, and Halperin, 1994.

the general youth population. The young adult (18to 24 years old) labor force is expected to grow from18.1 million in 1995 to 20.4 million in 2005.'5 Thisgrowth will generate increasing competition for entry-level jobs, with a detrimental impact on court-involved youth. The lack of available jobs that havethe potential for high wages and career advancementis a major issue for court-involved youth, especiallythose with low education and few or no trainingcredentials. In fact, there is a strong association be-tween increased competition, depressed wages, andincarceration rates, especially among school drop-outs.'6 To address these circumstances, strategiesneed to be developed to decrease unemployment andunderemployment rates of court-involved youth.

One of the biggest issues confronting policymakers,program implementers, and social service providersis limited data on the employment of court-involvedyouth. However, some findings of the extensive re-search that has been conducted on the general popu-lation of youth workers may be applicable tocourt-involved youth.

The most common academic profile of a court-involved youth reveals serious educational deficits.The data indicate that the labor market penalizesthese youth for not completing school with un-stable employment and reduced earnings throughouttheir working lives. In addition, court-involvedyouth must overcome confidentiality issues or therelease of information on their court-involved status;jurisdictional control of their "mobility" (especiallyfor juveniles who are remanded to State-operatedresidential facilities distant from their home commu-nities); and competition with other youth who areat risk (e.g., youth who are Welfare-to-Workparticipants, teen parents, and high school dropoutsor who possess other at-risk characteristics).

In addition, juvenile justice system personnel who lackknowledge of the labor market can contribute to thelack of responsive treatment and skill developmentprograms for youth. On the workforce development

15 Sum, Fog, and Fog, 1997, pp. 14-44.

16 R.B. Freeman, Why do so many young men commit crimesand what might we do about it? Journal of Economic Peripectives10(1):25-42,1996.

30

Barriers to Participationin the,LaborMarket by Court-Involved Youth

Lack of basic skills.

Low educational attainment.

Poor workforce preparation.

Poor social skills.

Absence of peer and adult role models.

Mobility and jurisdictional control.

Disjointed treatment/aftercare/service deliveryplans.

Low expectations by self and others.

Negative peer influences.

Security/safety risk.

Negative perceptions by community/employers.

side, employers and personnel who prepare indi-viduals for the workforce may be reluctant to com-mit resources to court-involved youth. All thesefactors increase the separation of court-involvedyouth from the primary labor market.

Community and employer concerns about securityand safety are also significant barriers to the em-ployability of court-involved youth. Some employersresist hiring court-involved youth because they fearlosing their customer base. This is particularly trueof businesses that focus on service and require directcontact between the worker and customer or wherework must be performed in customers' homes (e.g.,trade occupations such as plumbing, electricity,renovation, and masonry/tile setting). It is also truein fields where employees are directly involved withcustomers' children, as in childcare, or in settingswhere customers' personal belongings may not besecured, such as hair salons, medical treatment fa-cilities, hotels, and automotive repair facilities. Em-ployers representing the manufacturing, wholesaledistribution, retail, and financial services industriesmay also resist hiring court-involved youth becauseof internal security and bonding requirements.

Issues Related to Residential ProgramsThere are several inherent aspects of residentialprogramming, in particular, that make it difficult toprovide quality job training and employment servicesto youth residents. These factors are described below.

The array of problems of youth in residentialcare. The youth frequently perform below gradelevel and find it difficult to interact prosociallywith others, especially in frustrating and/or stress-ful situations. These youth typically start withrelative deficiencies in both the "hard" basic edu-cation skills and the "soft" interpersonal skills thatare required to obtain and retain employment.Also, as noted in the first chapter, "Court-Involved Youth: Description of the Target Popu-lation," the age range of residential youth includes16, the age at which youth in most States canobtain working papers. Therefore, quality resi-dential employment and training programs mustprovide a range of age-appropriate, work-basedlearning experiences, both paid and unpaid, thatare consistent with child labor laws.

Geographic isolation of residential facilities.The isolation of many residential facilities makesit logistically difficult either to bring appropriateprogramming to campus or to transport the youthoff campus to where these opportunities exist. Inaddition, the number of different neighborhoodsfrom which the resident youth are drawn makes itdifficult to develop individual training programstailored to the different labor markets the youthwill enter when they return home. Use of small,community-based residential facilities reducesthese logistical problems.

Public safety and risk factors. At the beginningof their stay in a residential facility, youth gener-ally are not permitted to leave the campus at anytime. Youth gain this privilege only after makingsignificant progress in their rehabilitative pro-grams, typically during the final 4 months of anaverage 8-month stay. When youth are allowedoff campus, they must be closely supervised byjuvenile justice staff. Juvenile justice officials andstaff tend to be very risk adverse and take everypossible precaution to ensure that the youth whoare allowed to leave the campus are both ready

for the privilege and closely supervised at alltimes.

Performance and perception. Employment andtraining providers and prospective emplOyershave their own set of concerns that extend beyond

Reasons for FailureFor a range of reasons, workforce preparationprograms, when they do exist in juvenile justicesystems, often fail to effectively collaborate withthe labor market. In many cases, existing workerpreparation programs are not based on the reali-ties of the labor markets within the youth's-State,region, or local community. In other cases,-thejuvenile justice system's limited experience andknowledge of labor market requirements maylimit court-involved youth's understanding ofemployer expectations. External bafflers, such aspublic opinion, age, and the lure of illegal "jobs',"contribute to the difficulty of juvenile justiceworkers engaging court-involved youth in labormarket activities. In addition, some juvenile jus-tice programs do not.take advantage of oppor-tunities to reconcile "mandatory treatment" (e.g.,academic programming, substance abuse treat-ment, and aggression reduction therapy) withworkforce preparation and community readjust-ment requirements or do.not have adequateprogram infrastructure to hold youth account-able through monitoring, counseling, and assis-tance to employers. Finally, because of scarceresources, juvenile justice systems often cannotafford to implement a cohesive marketing strat-egy targeted to economic development andworkforce preparation programs. Such a strategycould educate employers and consumers aboutcourt-involved youth as prospective players inthe labor market and as contributing members tothe economy and society.

the issue of public safety. As a result, they aresometimes hesitant to engage the juvenile justicesystem and to work with youth, even when theyouth are carefully screened and well supervised.Employment and training providers are increas-ingly paid under "performance" contracts thatreimburse them for placing their clients in jobs.Because residential placements are transitional,working with confined youth may not be a smartbusiness decision for employment and trainingproviders. The negative connotations that accom-pany the label "juvenile offender" may also dis-courage potential employers from hiring residents.A solution could be to phase in training whileyouth are in residence and during reentry.

SummaryWhile there may be no "quick fix" strategy, a longerterm sustained strategy that involves principles suchas local market surveys, employer involvement, tran-sition services linked to juveniles' risks and needs,progressive education, and social and vocationalskill attainment may be effective. Policymakers andprogram implementers should be aware of the con-stantly changing local labor market requirementsand supply needs. National data and trends may notreflect the unique circumstances of a local commu-nity, and they may not result in responsive localprogram development. All too often, occupationsthat are in decline at the national level offer goodopportunities in select local labor markets, or skillsthat are in demand nationally may not be needed inall labor markets. Policymakers should know thelocal labor market and focus on the most promisingjobs within that labor market to provide career-building opportunities and, ultimately, high-wagejobs. These factors make it imperative for the juve-nile justice, social service, and workforce develop-ment systems to work together to create andimplement strategies that develop social and workskills and provide adequate supervision to protectcommunity safety.

Strategies and Promising Programs forCourt-Involved Youth

Principles Underlying YouthConnections to the Labor MarketAccording to a recent publication prepared forPublic/Private Ventures, a youth's attachment towork will influence his or her likelihood of successin the labor market. It is critical that youth have thefollowing:'?

At least one adult who has a strong interest in hisor her success in the labor market.

Awareness that the program has a strong andeffective connection to employers.

Placement in a paid position as soon as possible.

Understanding of the initial job placement as afirst step toward advancing career and incomepotential. Placement activities must be viewedas continuing efforts to establish a permanentattachment to work.

Recognition of the need for educational skillsand credentials and frequent opportunities toimprove these skills and credentials.

Two additional strategies are also critical to helpingcourt-involved youth connect with the labor market:

Early and continuous involvement by employersin the lives of court-involved youth.

Use of intermediaries to provide links to servicesand monitor the partnerships between providersof youth programs, youth, and employers.

'7G. Walker, Out of school and unemployed: Principles formore effective policy and programs, in A Generation ofChallenge:Pathways to Sucees., for Urhan Youth, Monograph 97-03, Baltimore,MD: Sar Levitan Youth Policy Network, 1997, pp. 73-86.

Employer InvolvementA recent review of crime prevention programs fundedby the U.S. Department of Justice concluded thatany successful program aimed at increasing labormarket participation in order to decrease crime"must connect a community or individuals to the worldof legitimate work so that residents will have theproper incentives to acquire the necessary humancapital needed for success in that world. 18

Employers are essential to creating an attachmentbetween court-involved youth and the labor market.Employers can provide critical information aboutlocal and regional labor market needs and workerpreparation requirements, and their strong involve-ment can also help court-involved youth connectwith treatment plans, academic pursuits, vocationaltraining, and the labor market. The use of employersas mentors, role models, and community advocatesprovides an alternative route to facility-communitytransition and reintegration for youth who are re-leased from incarceration. Employers can help iden-tify community service projectsboth residentialand community-basedthat provide opportunitiesfor restitution and community visibility. Employersmay also involve youth in trade and business asso-ciation activities; promote participation in treatment,education, or training programs offered by otheremployers; and inform youth of other employmentopportunities.

Employer involvement in designing work-basedlearning curriculums and activities also ensures thatthe skills learned and practiced are those most likely

18 L.W. Sherman, D.W. Gottfredson, D.W. MacKenzie, J.W. Eck,P.W. Reuter, and S.W. Bushway, Preventing Crime: What Wirks, WhatDoun4 Wbat:r Promising, Report to the United States Congress.Washington, DC: U.S. Department of Justice, Office of JusticePrograms, National Institute of Justice, 1997, chapter 6, p. 44.

Federal Bonding Program

To help employers and youth overcome barriers toparticipation in the workforce, DOL supports a Fed-eral Bonding Program (FBP) that employers hiringcourt-involved youth can use to meet bondingrequirements.

FBP makes fidelity bonds available to help ex-offenders and other high-risk individuals obtainemployment. A fidelity bond is a business insurancepolicy that protects the employer in case of any lossof money or property due to employee dishonesty.It insures the employer for any type of stealing bytheft, forgery, larceny, or embezzlement. It does notcover liability because of poor workmanship, jobinjuries, or work accidents. Employers can purchasesuch bonds commercially, but these commercialbonds typically exclude anyone who has alreadycommitted a fraudulent or dishonest act.

to lead to employment. It also introduces employersto youth before the job search process begins. TheCenter for Employment Training (CET) in SanJose, CA, a nationally recognized job training pro-gram for at-risk youth and adults, is known for itscooperation with prospective employers to designtraining and place youth in jobs.'9

CET provides a work-based training model with noentrance requirements for individuals 18 and older.The model integrates basic and human developmentskills and uses skills training as the context for learn-ing. Employers determine the standards for training,audit training courses to determine their accuracy, andparticipate on technical advisory committees and in-dustry advisory councils. Skills taught are closely tiedto the labor needs of the immediate area (labor marketsurveys are performed to identify jobs that pay morethan $7 per hour), instructors are hired directly fromthe industry on which the skills training is based, andparticipants do not receive certificates of completion

'See appendix H for contact information.

Bonds from this program are given to the employerfree of charge to serve as an incentive to the com-pany to hire a job applicant who is an ex-offenderor has some other risk factor in his or her back-ground. In most cities, all State Employment Servicelocal offices (also called State Job Service or One-Stop Centers) are certified to issue these bonds.Other agencies and programs can also purchasethese bonds to help place their clients or enrollees.

A $5,000 bond coverage is typically issued, butlarger bond amounts are also available. To date,about 40,000 individuals have been bonded by thisprogram, and 99 percent have proved to be honestemployees. Bonds can be purchased by agenciesand programs in packages of 25 or more, at an aver-age cost of less than $100 per bond.'

For more information, contact Ron Ruben in care of theMcLaughlin Company at 1-800BONDJOB.

until they are placed in a job. A Manpower Demon-stration Research Corporation (MDRC) study of Fed-eral job training programs found that CET graduatesincreased their earnings substantiallymore than$6,700 over 4 yearscompared with an average of$214 across all other programs studied.2°

IntermediariesEffectively bridging juvenile justice workforcepreparation programs and the labor market requiresthe assistance of community-based organizations,nonprofit groups, and job brokers that can serve asintermediaries. These "intermediaries" can provide aconsistent point of contact between the justice sys-tem and employers and can ensure the successfulcommunity reintegration of court-involved youth.Intermediaries can help youth connect with employ-ers and community services in the location of releaseor jurisdictional control, and they can provide the

G. Cave, H. Bos, F. Doolittle, and C. Toussant, JOBSTART:Final Report on a Program for School Dropouts, New York, NY:Manpower Demonstration Research Corporation, 1993.

level of monitoring required during the early stagesof employment and transition. Successful intermedi-aries have credibility with the businesses in theircommunities, possess knowledge of justice systemrequirements, serve as advocates for the youth andemployers, and facilitate communication amongaftercare program services, employers, and youth.Intermediaries can also coordinate contact by a vari-ety of initiatives, such as School-to-Work, Welfare-to-Work, summer jobs, and aftercare services; providecontinual support while youth secure private sectoremployment; provide a coordinated central resource/case management function; and deliver a consistentmessage to employers.

Some programs designate entities and/or individualsas intermediaries to create and maintain the organi-zational relationships and interpersonal dialogs thatare essential for high-quality programs. Intermediar-ies are particularly important because private sectorcompanies, schools, other youth service organizations,and juvenile justice agencies often know little aboutone another when they begin working together be-cause of various job requirements. An intermediary,who is familiar with different organizational culturesand operational procedures and who has the trust ofboth the employer and the youth, can help establishcommon understandings, resolve misunderstand-ings, and mediate performance problems. Becausean intermediary is often instrumental in helpingyouth retain employment and perform job responsi-bilities adequately, the use of intermediaries mayincrease the likelihood that court-involved youthwill establish acceptable patterns of work behavior.

A good example of an intermediary is Teen Supreme,a jointly funded effort of the U.S. Departments ofLabor and Justice that supports the startup andoperation of "Career Prep" programs at 40 Boys &Girls Clubs throughout the country. Additionalfunds provided by the Taco Bell Foundation allowthe clubs to establish and operate Teen SupremeCenters. These centers provide job readiness train-ing and career guidance to youth residing in thetarget communities. The centers also providehealthy socialization outlets.

United Auto Workers/General Motors ManufacturingTechnology PartnershipThe United Auto Workers (UAW)/General MotorsManufacturing Technology Partnership (MTP)program in Flint, MI, is a 2-year school-to-careertransition program whose purpose is to helpprepare selected high school students for ca-reers in the skilled trades. Five full-time UAWjourney persons in skilled trades act as mentorsfor seven students participating in the program.Each mentor introduces students to the manu-facturing process. Mentors also develop projectsthat incorporate the reading and math skills nec-essary to pass the entry-level test for the skilledtrade's apprenticeship.

In identifying mentors, MTP looks for individualswho can develop close relationships with stu-dents, exhibit commitment and friendship, andshare real job knowledge and experience withthe students. Program participants were morelikely to be employed at higher wages ($9.79 perhour, compared with $5.59 per hour), to havehigher grade point averages and similar or higherclass ranks, to earn higher levels of vocationalcredits and more math and science credits, andto have higher average postsecondary educationattendance rates than nonparticipants.'

' K. Hollenbeck. Evaluation of the United Auto WorktrdGeneral Motors Technology Partnerob0, Kalamazoo. MI:W.E. Upjohn Institute for Employment Research. 1996.

Principles To ImproveYouth ProgramsTo foster understanding between policymakers andprogram personnel involved in employment andtraining of youth and those who work with juvenileoffenders, the Task Force identified demonstratedand promising program models for general, at-risk,and court-involved youth populations. While mostof the principles and programs referenced below are

3

designed for working with economically disadvan-taged and at-risk populations, they may also be ap-plicable to court-involved youth. Court-involvedyouth, especially those involved in early intervention,aftercare, and community corrections components ofthe juvenile justice system, may be served throughthe programs described. The principles of effectivepractices for court-involved youth are consistentwith the basic principles of effective youth program-ming for general and at-risk youth populations.

Specific strategies, techniques, methods, and ap-proaches, including behavioral change incentives,have been used by effective programs implementedby a variety of organizations to achieve positiveoutcomes for youth. Together, these organizations21share a vision of a seamless system where youthdevelop skills, gain experience, and receive theservices and support they need to be successfulwhether in work, in postsecondary school, or in thecommunityafter they leave high school. Promisingemployment, training, and educational initiativescombine youth development principles and activities

MentoringBig Brothers Big Sisters has demonstrated the effec-tiveness of mentoring in building protective factorsin young people. Another early intervention pro-gram that relies heavily on a mentoring componentis the Mentor Plus program operated by the Oak-land County Youth Assistance Volunteer Program. Atan early stage of their involvement with the juvenilecourt, youth who are deemed appropriate for theprogram are assigned to the Mentor Plus program asan alternative to placement by the State juvenilejustice agency. In this program, the youth are pairedwith volunteer mentors with whom they meet regu-larly. Together, they participate in prosocial activi-ties, some of which are planned by the programand others by the youth and mentors. This programhas been rigorously researched and found to beeffective in limiting the involvement of mentoredyouth in subsequent delinquent activity.

Public/Private Ventures (P/PV) performed an 18-month experimental evaluation of local Big BrothersBig Sisters agencies in Columbus, OH; Houston, TX;

to provide varied and ongoing opportunities foryoung people to grow, mature, and successfullyconnect to the world of work and/or higher. educa-tion. In a high-quality program, youth:

Feel connected to caring adults.

Receive positive, consistent, and constructivesupport.

Develop a sense of group membership.

21 The American Youth Policy Forum (AYPF), a nonpartisan,not-for-profit organization based in Washington, DC, is dedicatedto informing policymakers about effective youth practices. AYPFpublished Some Things DO Make a Difference for Youth: A Compendiumof Evaluations of Youth Programs and Practices in 1997. The NationalYouth Employment Coalition (NYEC)a nonpartisan nationalorganization dedicated to promoting policies and initiatives tohelp youth become lifelong learners, productive workers, andself-sufficient citizenshas examined effective practices throughits Promising and Effective Practices Network (PEPNet). TheNational Transition Alliance (NTA) for youth with disabilitiesprovides another resource. For contact information for eachorganization, see appendix H. A fifth resource on what programsare promising and what works is the University of Marylandreview of labor markets and crime risk factors.

Minneapolis, MN; Philadelphia, PA; Phoenix, AZ;Rochester, NY; San Antonio, TX; and Wichita, KS.'Youth were randomly assigned to the experimentalgroup, which was immediately eligible for mentoring,or the control group, which was placed on a waitinglist. Youth who worked with mentors were 46 per-cent less likely than those on the waiting list to ini-tiate drug use and 27 percent less likely to initiatealcohol use during the study period. Mentored youthwere one-third less likely to hit someone, skippedhalf as many days of school and performed better atschool, and reported better relationships with theirparents and peers than youth in the control group.2

' For more information on the evaluation, see J.P. Tierneyand J. Grossman, Making a Different: An Impact Study, Phila-delphia, PA: Public./Private Ventures, 1995.

For more information on mentoring programs. see J.B.Grossman and E.M. Garry, Afentoring A Proven DelinquencyPrevention Strategy, Bulletin, Washington, DC: U.S. Depart-ment of Justice, Office of Justice Programs, Office of Juve-nile Justice and Delinquency Prevention, 1997.

Residential-Based CommunityService ActivitiesThe Indiana State Correctional System providesfunding for Youth as Resources (YAR), a commu-nity service model, at each of its facilities andincludes YAR principles in all its staff training, withobvious benefits for prevention and early inter-vention. In Indianapolis, IN, YAR programs havebeen in correctional facilities since 1987. Inmatesin these facilities serve on boards of directors orapply to such boards for funding for their com-munity service projects. Activities have includedproducing a play about teen parenthood, tutor-ing, and other in-facility projects.

Cooperate with family and peers.

Are promoted as resources.

Build a sense of responsibility and leadership skills.

Develop a sense of who they are.

Engage in a range of age- and stage-appropriateactivities.

Have access to support services over time.

The best delinquency prevention programs use avariety of effective approaches, including mentoring,afterschool support, employment and training, andresidential, School-to-Work, and college access ser-vices. The following paragraphs provide fuller de-scriptions of some general youth programs thatincorporate mentoring, services, work-based learning,and employer involvement and may be adaptable foror directly applicable to court-involved youth.

Academic and Work-Related SkillsEmployment and training programs for court-involved youth should incorporate the basic prin-ciples of youth development. These programs workeven better if their basic design provides long-termcomprehensive services, forms a continuum of activi-ties, and provides the academic skills that are neces-sary for youth to become productive, self-sufficient,and law-abiding. One exemplary program that meets

Private-Sector Participation inResidential FacilitiesThe Free Venture Program' is operated by theCalifornia Youth Authority. The program modelentails a business partnership between theState and a private industry in which court-involved youth at the residential facility arehired to produce goods and/or to provide ser-vices that are sold on the open market.2 TheFree Venture Program is not a prison industry,and the residential facility is not responsible forprofits or losses. The work performed by theyouthful offenders includes telemarketing, spotwelding, sheet metal fabrication, power sewing,drafting, microfilming, assembly, packaging, dataentry, and wordprocessing.

One of the program's ventures with TWA hasoperated since 1986. TWA has hired more than400 youthful offenders as contingent airlinesreservations agents at the Ventura Youth Correc-tional Facility. More than 25 youthful offendershave continued their employment with TWAupon their release from the institution. Evalua-tion findings for this program (1989) includelower risk of recidivism than the general prisonpopulation based on age, commitment offense,and reading ability.3

' See appendix H for contact information.

2 National Office for Social Responsibility, Final Report,Volume III, 1993.

3 B. Krisberg and G. Pearce, Employment-Bared YouthViolence Prevention, San Francisco, CA: National Councilon Crime and Delinquency, 1996.

these criteria is the Quantum Opportunities Project(QOP), a year-round, multiyear comprehensive pro-gram for disadvantaged youth (defined as youth infamilies receiving food stamps and public assistance)launched in five communities in 1989.22 QOPwas operated by two different community-based

22 For more information on QOP, contact the OpportunitiesIndustrial Centers of America, Inc. See appendix H for contactinformation.

The National Association of Service and Conservation Corps

Out-of-school programs often provide a caringcommunity where young people can feel comfort-able gaining the skills they missed by leaving school.Youth Service and Conservation Corps involve youth"crews" led by a youth and an adult that becomefamilylike units during their stay in the Corps.

The National Association of Service and ConservationCorps' supports State and local youth service andconservation corps that involve young people fromdifferent backgrounds in innovative efforts to meetcommunity needs. Funded projects must engageyouth and young adults, who in turn receive joband skill training, living allowances, and scholarships.More than 20,000 youth in 32 States are enrolled inYouth Service and Conservation Corps programs.

The National Association of Service and Conserva-tion Corps organizes out-of-school youth, ages 18to 25, into crews under the direction of adult staffto carry out community service projects, usually inthe environmental and human services. Corps activi-ties are intended to provide long-term benefits tothe public, instill a work ethic and sense of publicservice in participants, and offer substantial socialbenefit by meeting human, educational, or environ-mental needs (particularly needs related to pov-erty) in the community where the volunteer serviceis performed. Participating in service activities for

See appendix H for contact information.

organizations. Twenty-five disadvantaged students ineach community were randomly selected to enter theprogram beginning in the ninth grade and continuingthrough 4 years of high school. QOP focused on edu-cational activities (tutoring, homework assistance,computer-assisted instruction) and developmentalactivities (building life and family skills and planningfor postsecondary education and jobs). Communityservice was also stressed. Community agencies pro-vided afterschool service on their premises and, insome cases, in school settings (where the schools pro-vided time and space).23 Results from the pilot test

about 32 hours per week and receiving a mix ofservices for about 8 additional hours per week,youth engage in temporary, paid, productive, full-time work that benefits both youth and their com-munities. Working in crews, Corps members mayrenovate housing, assist human service agencies, orsupport park and forestry preservation. Many Corpsmembers also receive a GED or go to college.

There are 91 year-round programs in 197 sites, serv-ing 22,000 youth annually. Corps members are morelikely to work for pay (99 percent compared with 73percent), more likely to work more hours per year(2,030 compared with 1,465), and less likely to bearrested (12 percent compared with 17 percent)than non-Corps members. African American Corpsmembers were more likely to earn an associate'sdegree (4 percent compared with 0 percent) andmore likely to have changes in educational aspira-tions (66 percent compared with 40 percent), andHispanic male Corps members worked more hoursper year (2,300 compared with 1,450) and receivedmore promotions (33 percent compared with 19percent) than their non-Corps member peers.2

2 J. Jastrzab, J. Masker, J. Blomquist, and L. Orr, Evalua-tion of National and Community Service Programs Impacts ofService: Final Report on the Evaluation m e American Conservationand Youth Service Corps, Cambridge, MA: Abt Associates,1996.

showed that, compared with the control group, QOPparticipants were less likely to be arrested as juve-niles; more likely to have graduated from high school,to be enrolled in higher education or training, and toplan 4 years of college; and less likely to become teenparents.24

23 D.S. Elliott, ed., Blueprints for Violence Prevention, Book Ten:PmmotMg Alternative Thinking Strategies, Boulder, CO: Universityof Colorado, Boulder, Institute of Behavioral Science, Centerfor the Study and Prevention of Violence, 1998, p. xxviii.

24 Elliott, ed., 1998, p. xxviii.

Age and DevelopmentPrograms should also be age-appropriate to reflecta youth's development. One program that incorpo-rates this principle is Work Appreciation for Youth(WAY),25 operated by the Children's Village in DobbsFerry, NY. Differences in age, capability, and devel-opment are accommodated through a sequenced pro-gram; youth move from level to level when they areready and able. Once young people trust the staff andthe setting and feel they are valued and offered neces-sary challenges, guidance, and services, they areready to participate in the actual activities of a pro-gram. Periodic performance evaluations at worksitesand in living areas, assessments by counselors andother Children's Village staff, and the interests ofyouth determine whether youth can move up theWAY ladder, from levels I and II to levels III and IV.By age 21, 51 percent of WAY participants who hadfinished high school or an equivalent were in collegeor had attended college; 80 percent were high schoolgraduates, GED recipients, or enrolled in a GEDprogram; and only 9 percent had dropped out ofschool. Employment over a 5-year period rangedfrom 65 percent to 89 percent per year, and 68 per-cent had worked at least 4 of the 5 years.26

Long-Term Followup

Programs are more likely to be effective if participantshave long-term monitoring and support followup for6 months to several years after they find jobs or goon to postsecondary education or training. In par-ticular, long-term employment retention and gains inearnings occur when programs support participantsthrough their first jobs and on to more advancedjobs up a career ladder. Support Training Results inValuable Employment (STRIVE),27 an employmentand training program for youth and adults that wasstarted in New York, NY, provides 2 years of followupservices and support after participants are placed injobs. As a result, an average of 82 percent of all par-ticipants were employed for at least 2 years.28

" See appendix H for contact information.

26 The Children's Village, Inc., Samauzry qf WAY ScholarshipResearch, Dobbs Ferry, NY: The Children's Village, Inc., 1998.

27 For more information on STRIVE, contact the East HarlemEmployment Service. See appendix H for contact information.

Job Readiness/Work Experience ProgramThe Job Readiness/Work Experience Program(Jobs Program) is jointly operated by the MissouriDepartment of Youth Services (DYS) and the StateDepartment of Economic Development (DED)through an interagency agreement. Begun in1995, the Jobs Program sets aside work experi-ence slots for juvenile offenders who are in resi-dential treatment facilities or in aftercare. Theagreement allows DYS to transfer funds to DED

and county-level economic development agenciesto create and target job training for DYS youth.The amount allocated for fiscal year 2000 is$678,335 for the equivalent of one hundred1,040-hour-per-year employment program slots,an increase from the 80 slots funded in previousyears. Youth find positions with not-for-profit or-ganizations and government agencies, includingresidential facilities. Youth are paid through thelocal workforce development administrative entity.

During fiscal year 1999, 667 youth accessed theJobs Program. Outcomes for fiscal year 1998indicate that 84 percent of youth who partici-pated had successful outcomes, including re-turning to school full-time, obtaining a GED,obtaining employment, and/or entering furthereducation or training. Only youth who have notbeen recommitted, had their probation statusrevoked, been dismissed, or quit a Jobs Programjob are considered successful.'

' Outcome information was provided by DYS personnelon November 2, 1999.

Effective ImplementationWell-thought-out programs are more likely to beeffective. This includes planning for ample startuptime, sufficient and timely resources, clear communi-cation of program goals, and thorough staff training.

" J. Ofori-Mankata and B. Won, STRIVES Results: EvaluatingaSmall Nun - Profit Organization in East Harlan, New York, NY:New York University, Robert F. Wagner Graduate School ofPublic Service, 1993.

Work-Based Learning

Authorized by the Housing and Community Devel-opment Act of 1992, Youth Build USA' provideseconomically disadvantaged youth with concreteskills through a training program that includes con-struction work on community rehabilitation projectsand that helps them attain GED's or high schooldiplomas through classroom training in an alterna-tive high school. Youth Build awards planning andimplementation grants for new construction to pro-vide disadvantaged youth with opportunities foremployment, education, leadership development,and training in the construction or rehabilitation oflow-income residential housing. Modeled after 14existing programs across the country, Youth Build'sphilosophy is based on peer support, educationand training, and job opportunities.

The program allows young people to gain respectfrom their families and neighbors by involving themin an immediate, visible role in rebuilding the com-munity. The staff are trained to involve youth insignificant decisions. The Youth Build program pre-pares young people who have dropped out ofschool for careers in construction by employingthem as trainees in the actual rehabilitation of avacant, usually city-owned, building. During thistime, the young people alternate offsite weeks ofacademic and job skills training and counseling with


Sometimes established programs with more secureresources and greater experience have shown betterresults than new programs. Larger programs alsocan have an economy of scale that is unavailable tosmaller initiatives. It is also important to follow, witha high degree of fidelity, a proven model.

Trust and Effective Adult SupportPrograms that affect the personal attitudes and devel-opment of young people are particularly important.When they first enter a school classroom, alternativeschool, job-training, or other special program, youth(especially court-involved youth) want the presence of

onsite vocational education and construction.Youth trainees are expected to participate in theprogram full-time, in a group that starts and gradu-ates together in 10 to 14 months, although someparticipants may be placed in jobs or colleges be-fore the end of the program cycle if appropriate.The program serves mostly minority males, 65 per-cent of whom have had prior contact with thecriminal justice system and 33 percent of whomhave been convicted and incarcerated for felonies.

Between 1994 and 1996, 100 Youth Build programswere established through funding from HUD. Aver-age GED achievement of Youth Build participants in1996 was 33 percent of all enrollees and 50 per-cent of all graduates. Sixty-nine percent of the par-ticipants achieved favorable outcomes (positiveterminations); Youth Build participants had an aver-age attendance rate of 85 percent; a higher per-centage of Youth Build participants earned GED'sthan participants in other comparable programs(33 percent compared with 20 percent); 38 per-cent were employed full- or part-time with school/training; and 66 percent of second-year participantswho were employed entered construction-relatedjobs with an average wage of $7.60 per hour.2

R. Ferguson and P. Clay, YouthBuild in Developmental Pewee-tivc: A Formative Evaluation of the YoutbBuild DernonetrationProject, Cambridge, MA: Massachusetts Institute of Technol-ogy, 1996.

a caring adult. The adult should be a teacher, mentor,or support person who understands and cares aboutyouth, provides youth with respect and significant timeand attention, and shows that he or she is "in it for thelong haul." This individual should receive extensivetraining in working effectively and compassionatelywith youth. Big Brothers Big Sisters of America" hasdemonstrated proven and effective practices to intro-duce carefully screened and well-trained caring adultsinto the lives of youth with positive results. Caringadults are also a vital part of Career Academies, DOL's

29 See appendix H for contact information.

Summer Youth Employment Program, Talent Devel-opment High School, Project Redirection, STRIVE,Youth Build, Communities In Schools, QuantumOpportunities Project, Higher Ground, I Have ADream, Maryland's Tomorrow, Sponsor-A-Scholar,and numerous other youth programs.

Adults need to demonstrate their care by establishinghigh expectations, offering guidance, and instillingpersonal responsibility and accountability in youth.They should also try to address the various issuesyouth face in their lives. For example, many programshave found that by providing necessary services suchas childcare and transportation to youth who couldnot otherwise participate in the program's offerings,they can build youth trust in the program.

Fresh Start

Fresh Start' is a program of the Living ClassroomsFoundation. It provides hands-on education andjob training for youth ages 16 to 20 who are hardto serve and from diverse backgrounds. The major-ity of youth enrolled are African American and havenot completed high school. They are economicallydisadvantaged and have a history of serious prob-lems, including sexual, physical, and/or emotionalabuse. Most have been victims of violent crimes,and nearly all have been arrested more than once.

The program provides project-based education thatteaches academic skills and knowledge throughpractical applications and real-work projects. FreshStart assists youth with goal setting and preparationfor careers and further education. Its key objectivesare career development, cooperative learning,community service, self-esteem building, and foster-ing multicultural exchange.

Fresh Start uses maritime settings to provide experi-ential learning opportunities. During this 9-month


Small, Family like Settings and PositivePeer RelationshipsPrograms should develop small, familylike settings.Positive peer relationships are also very importantto successful youth programs. The influence ofpeers and the consequences of negative peer behav-ior are strongly linked to delinquent actions. Youthseek the support and approval of peers, and manyprogram participants must learn to replace patternsof interaction that result in negative consequenceswith those that benefit them, their families, andtheir communities. Career Academies and the TalentDevelopment High Schoo13° in Baltimore, MD, both

3° For more information on the Talent Development High School,contact the CRESPAR Codirector at Howard University orThe Johns Hopkins University. See appendix H for contactinformation.

program, youth repair boats and engines, developcarpentry and woodworking skills, work in a realmarina, and serve as crew members aboard LivingClassrooms Foundation vessels. The classroom islocated at the Inner Harbor in Baltimore, MD, onthe 2-acre Living Classrooms Maritime Institute site.The classroom is sponsored by Baltimore and theState of Maryland. The last 2 months of the programare designed to help youth make the transition intointernships and jobs while they are benefiting fromprogram support. Forty-six percent of the graduatespursue further education. A full-time counselortracks each graduate for 3 years with assistancefrom the Maryland Department of Juvenile Justice.

Of the 46 students served by Fresh Start in programyear 1998, 67 percent entered full-time employ-ment, 25 percent continued their education, 93percent attended program sessions, 8 percentwere rearrested, and none were incarcerated.a

'Outcome information was provided by Fresh Start staff onNovember 4, 1999.

The Center for Employment Training

The Center for Employment Training (CET)1 is a pri-vate, nonprofit education and training programheadquartered in San Jose, CA. CET currently oper-ates a total of 28 programs in California, Florida,Illinois, Nevada, New York, North Carolina, andTexas, including 17 replication sites funded by theU.S. Department of Labor. Earlier evaluations con-ducted by the Manpower Development ResearchCenter (MDRC) of New York, NY, and MathematicaPolicy Research of Washington, DC, indicate that theprogram produced substantial increases in earningsin a short time even for participants without highschool diplomas or GED's. CET's replication is cur-rently being evaluated by MDRC. Results are ex-pected to be published in 2000. Unlike manyemployment and training programs that requireskills assessments and remedial instruction beforeproviding job training or placement, CET gives par-ticipants who do not possess high school diplomasor GED's access to job-specific training right away.


use schools-within-schools to foster better connec-tions between young people and caring adults, thuscreating a more comfortable and accessible schoolcommunity. QOP also provides a familylike groupthat young people become a part of for 4 years.

Work-Based Learning

The authenticity of the instruction and the programis enhanced in the eyes ofyoung people if they feelthat participation will actually lead to a career (beforeor after additional formal education). Work-basedlearning makes youth perceive instruction as morerelevant, and it demonstrates that the skills beinglearned can be used in an actual workplace. Work-ing can also provide the support, guidance, and struc-ture that come from exposure to caring adults. In themost effective programs, youth consider their workworthwhile and of high quality. Without that con-

Training sites are modeled after actual work envi-ronments. If necessary, academic instruction is pro-vided in conjunction with the work-related skillstraining. CET also employs an open-entry, open-exitapproach so that participants are placed in jobswhen they believe they are ready. CET helps partici-pants find jobs and, if they are laid off, helps themfind other jobs or retrains them in different occupa-tions. Skills training and job placement services aredeveloped in close coordination with employersbased on immediate local labor demands. Studentsparticipate 35 to 40 hours per week for approxi-mately 6 months.

CET served 1,063 youth ages 17 to 21 between 1997and 1998. CET youth had a job placement rate of72 percent; of these youth, 87 percent enteredtraining-related jobs. The average pretraining annualwage was $4,214, and the average posttrainingwage was $15,808.2

2 Data were provided by the Regional Director at the SanJose CET on November 2, 1999. These statistics are for sitesnationwide.

nection, any work program is unlikely to succeed ina substantial way.3'

Innovative instruction that uses real-world examplesprovides the authenticity youth seek in a program.Hands-on instruction, project-based learning, service-learning, school-to-careers, and other methods thatrelate academic learning to real life are partiCularlysuccessful. Career Academies are schools withinschools in which students take several classes togetherwith the same group of teachers. Each Career Acad-emy focuses on a career theme such as finance, traveland tourism, or public service." Students engage in2 to 4 years of career theme-focused course work

31 Sherman et al., 1997, chapter 6, p. 44.

32 The National Academy Foundation (NAF) provides imple-mentation models and curriculums. See appendix H for contactinformation.

combined with paid summer work experience.33Talent Development is a Career Academy model thattargets at-risk, inner-city youth in Baltimore, MD.The model is based on research on student motivationand teacher commitment.34 In this program, ninthgrade attendance improved by 9.4 percentage points;schoolwide attendance increased 6.1 percentagepoints; ninth grade promotion increased from 47.3to 69.1 percent; and the teachers' perception of theschool changed dramatically.

Students in Boston's Project ProTech, a school-to-careers program, are grouped together for two tothree of their high school courses and study a modi-fied curriculum that reinforces the concepts and skillslearned at hospital worksites.35 ProTech uses youthapprenticeship as a vehicle for engaging students inseveral career cluster areas: allied health, finance,utilities and telecommunications, environmental ser-vices, and business services. The year after graduating,87 percent of program participants were working,78 percent were pursuing postsecondary education,and 52 percent were combining work and school.Program graduates were more likely than their peersto work, to earn higher mean wages over time, andto complete a postsecondary certificate or degree.36

Programs for Court-Involved YouthA number of promising program models have beenoperated through the juvenile justice system, theemployment and training system, and youth serviceprograms. Some programs, particularly residentialtreatment programs for court-involved youth, are

33 Separate evaluations of the Career Academies have beenconducted, including one for the Academy of Travel and Tour-ism (M.T. Orr, C. Fanscali, and C. Springer, New York, NY:Academy for Educational Development, 1995). In 1989, a studyof 11 California Career Academies was conducted by the Uni-versity of California-Berkeley (D. Stern, C. Dayton, I. Paik,and A. Weisburg, Benefits and costs of dropout prevention in ahigh school program combining academic and vocational educa-tion: Third-year results from replications of the California part-nership academies, Educatianal Evaluation and Policy Analysio,2(4):405-416, 1989). In July 1996, Manpower DemonstrationResearch Corporation conducted an evaluation of 10 CareerAcademies nationwide (J.J. Kemple and J.L. Rock, CareerAcademies: Early Implementation Lessons .from a 10-Site Evaluation,New York, NY: Manpower Demonstration Research Corpora-tion, 1996).

Integrated Work-Based Learning andCommunity Services ModelThe Caledonia Community Work Camp,' located inSt. Johnsbury, VT, opened in 1994. The camp ispart of a pilot State corrections program costing$9 million less to construct than a medium-security facility. The work camp approach involves72 nonviolent youthful offenders in gardening,historic preservation, and community service.Participants work in crews with supervisors andother employees whose skills include carpentry,painting, and Sheetrock" masonry. Participantstend the camp's garden, participate in educa-tional programs, learn trades, and keep journals.A youth's sentence is reduced by 1 day for eachday served at the camp. Once participants haveprogressed through established levels and havedemonstrated compliance with disciplinary stan-dards, they qualify for work in the community.Community service/restitution projects have in-cluded building bookshelves for a library, improv-ing a Little League field, and repainting a church.Participants provided 80,000 hours of work val-ued at an estimated $365,000 (based on mini-mum wage) in 35 towns during the camp's first 18months. In 1995, 74 percent of the participantscompleted the program.

See appendix 1-1 for contact information.

supported with funds from multiple sources, in-cluding the Job Training Partnership Act (JTPA)and the juvenile justice system. The Intensive After-care Program (IAP) is an OJJDP initiative thatwas designed and piloted by David Altschuler and

34 V. LaPoint, W. Jordan, D.P. Towns, J.M. McPartland, N.Legters. and E.L. McDill, The Talent Development High School:&dentin! Compinzento, Baltimore, MD, and Washington, DC: TheJohns Hopkins University and Howard University, Center forResearch on the Education of Students Placed at Risk, 1996.

36 See appendix H for contact information.

36 G. Hall, Boston, MA: The Boston Private Industry Council,1998.

EntrepreneurshipThe Alliance House, a small residential facility inStoneham, MA, operated by the NortheasternFamily Institute, has established a businessAlliance All Purpose.' This facility uses an entre-preneurial model in which both current andformer program participants own and operate abusiness that provides services from houseworkto hauling. Alliance All Purpose teaches youth totransform labor-intensive, unskilled work into askilled business. Led by a board of directorscomprising three current and two former resi-dents, the company markets its services to thelocal community. It negotiates contracts with itscustomers that specify the scope of work to beperformed, the timeframe for its completion, andthe price to be charged. In developing the feefor each service, the youth include the fee paidto juvenile justice staff who provide the State-mandated supervision that occurs outside oftheir regular working hours. This payment mecha-nism relieves the Alliance House program of thesupervisory costs that often preclude or severelycurtail offsite employment of residential youth.


Troy Armstrong.37 Elements of these program mod-els can be found in some of the exemplary programspresented throughout this chapter.

The discussion below provides a summary of exem-plary programs, categorizing them broadly accord-ing to three service delivery components: residential,community corrections, and aftercare programs. Forthe purposes of this discussion, community correc-tions programs are considered part of aftercare andare not listed separately.

" For more information about the Intensive Aftercare Program,contact The Johns Hopkins University, Institute for PolicyStudies. See appendix H for contact information.

Community-Based Work Experiences

The Thomas O'Farrell Youth Center' in Marriotts-ville, MD, has operated community work pro-grams for many years. This small residentialprogram has identified part-time jobs in the sur-rounding community for a select number ofyouth residents deemed ready for this challenge.Past placements have included jobs at the localMcDonald's restaurant and summer jobs at anearby hospital. Currently, three youth are work-ing 1 day a week with the maintenance depart-ment of a nearby town and gaining a wide varietyof work experience. Recently, the center beganexperimenting with an offsite job-shadowingprogram. Appropriate youth identify and re-search an employment field of interest, preparea list of questions to be answered during thehalf-day of job shadowing, and then completean essay about the experience that is catalogedfor reference by future residents. So far, youthhave explored the real estate, barbering, andgraphic design fields. The Maryland Departmentof Juvenile Justice has approved the program torun a seven-bed independent living house foryouth ages 16'k to 18 who are enrolled in GEDprograms and engaged in work activities.

The Thomas O'Farrell Youth Center is currentlyserving 45 youth, of whom 25 are special educa-tion students and 14 are diagnosed as having anemotional disability. The majority of youth in theprogram return to school; 70 earned GED's be-tween January 1994 and October 1999, and 8have enrolled in college in the past 8 years. Be-tween June 1997 and December 1998, the aver-age academic gains for program participants were1.3 years for mathematics, 0.6 years for spelling,and 1.2 years for reading. Program participantshave a 30-percent recidivism rate.


Residential Programs

Youth in residential facilities face numerous bar-riers to employment, including deficiencies ineducation and interpersonal skills, geographicisolation, public safety and risk factors, andemployer perceptions (see "Issues Related toResidential Programs," pages 22-23). Notwith-standing the barriers, there are effective strategiesfor preparing residential youth for the workplaceand providing them with quality employmentand training experiences. These strategies aresummarized below.

Most residential facilities operate their own edu-cation and counseling programs.38 Making theseprograms as effective as possible will help theyouth develop the basic skills discussed in earliersections of this Report.

Residential facilities can develop an innovativesequence of onsite jobs and/or work-based learning

38 Residential facilities housing high school-ageyouth are requiredto provide up to 5 hours of academic instruction per weekdaythat meets State educational guidelines. Such services, however,do not tend to be well funded or well integrated with communityschools.

activities through which youth can progressas they develop the requisite maturity and skills.Appropriate job opportunities can be found in thedaily operations of all residential facilities. Forexample, beginning jobs could include custodialchores such as maintaining the campus grounds,cleaning the dorms, and serving meals. Higherlevel jobs could include maintaining landscapingequipment, improving the appearance of buildingsand grounds, making minor repairs to broken fur-niture and/or equipment, and helping with dailyfood preparation. All of these activities can create asheltered work experience for residents that will:

Teach youth how to be productive.

Provide the background for successful privatesector work in the community.

Demonstrate youth competencies to prospec-tive off-campus employers.

Juvenile justice administrators can bring outsideemployment and training services and private sectorjobs into the residential facility. This strategy increasesjob training and employment opportunities foryouthwithin the shelter of the residential setting, and intro-duces court-involved youth to private employers.

Integrated Facility-Based and Community-Based Model #1

The Gulf Coast Trades Center' (GCTC) in NewWaverly, TX, a 168-bed residential program, prima-rily serves adjudicated youth ages 16 to 18.' Thisprogram increases the social and economic inde-pendence of the residents through an intensiveresidential program focusing on job training andcommunity-based work experience. Services in-clude training in social skills, work attitudes, andjob-specific skills; GED preparation; substanceabuse education; job referral; driver's education;discharge planning; and aftercare. Most participantsat the Center are required to provide 200 hours ofcommunity service as part of the learning experi-ence and to build leadership skills. Students are


placed with a large variety of local nonprofit organi-zations in paid work experiences.

Sixty-five percent of GCTC participants earned GED's,and 90 percent found employment-62 percent intrade-related jobs, with an average starting wage of$7.50 per hour. GCTC reported a 22-percent recidi-vism rate over a 12-month period for youth servedby its contracted parole services (provided by GCTCfor 132 counties statewide), and 90 percent ofthose confined to the facility did not return afterrelease. GCTC has served more than 18,000 youthduring its 28 years of operation and is in the firstyear of operation of a charter school program.2

2 Outcome information was provided by the National YouthEmployment Coalition PEPNet-'99 and GCTC person-nel on November 2. 1999.

Integrated Facility-Based and Community-Based Model #2

The Home Builders Institute (HBI), the educationalarm of the National Association of Home Builders,has operated the Community Restitution and Ap-prenticeship Focused Training (Project CRAFT) pro-gram for juvenile offenders in five States: Florida,Maryland, North Dakota, Tennessee, and Texas.'Project CRAFT offers an intensive preapprenticeshipprogram that integrates comprehensive case man-agement, community service, and a blended pro-gram of academic and vocational skills training tohelp court-involved youth enter residential and lightcommercial construction trade-related jobs. HBI uses

an industry-validated curriculum, Pre-ApprenticeshipCertification Training (PACT), and receives extensivesupport from local home builders associations(HBAs) in its areas of operation.

Based on the Job Corps model of long-term interven-tion and other successful HBI targeted-training pro-grams for homeless individuals and adult offenders,Project CRAFT uses a comprehensive approach totraining juvenile offenders in residential constructionthrough community service projects. Project CRAFTincorporates the key components of the lAP mode


D.M. Altschuler-and T.L. Armstrong, Intendive Aftercare forHigh Rrs,C Juveniles: A Community Care Meal Summary, Wash-ington, DC: U.S. Department of Justice, Office of JusticePrograms, Office of Juvenile Justice and Delinquency Pre-vention. 1994.

Juvenile justice administrators may permit resi-dent youth to leave the facility's campus duringthe day to receive employment and training ser-vices, to perform community service, or to workin paid part-time, private sector jobs. The youthwho participate in these offsite opportunities willbe those who have made significant rehabilitativeprogress and have demonstrated their capacityto meet the challenges presented by these oppor-tunities. This strategy fulfills the intent of thebalanced and restorative justice program modelto have juvenile offenders develop workplace

and the balanced and restorative justice model.'Using a combination of documented juvenile justice,youth employment, and youth development prin-ciples, Project CRAFT adds restitution as a compo-nent of student skills building and accountability.

Project CRAFT provides 6 months of vocational train-ing, intensive case management followup for 6months, long-term followup for up to 3 years, exten-sive employer involvement, and systems-level col-laboration. Youth are required to be coenrolled in ahigh school diploma or GED program and substanceabuse treatment during the preapprenticeshipphase. Students also receive intensive counselingand treatment services, making Project CRAFT a long-

term intervention similar to Job Corps.

The home-building industry supports Project CRAFTby offering PACT, hiring youth who have completedthe program, serving as mentors for Project CRAFTparticipants and as guest speakers, and providingsupport through in-kind contributions. Communityservice projects are conducted in conjunction withlocal HBAs, Habitat for Humanity, housing authori-ties, and local public and private community

(continued on next page)

3 G. Bazemore and M.S. Umbreit. Balanced and RestorativeJuotice for Juvenilev, Summary, Washington, DC: U.S. Depart-ment of Justice, Office of Justice Programs, Office of Juve-nile Justice and Delinquency Prevention, 1995; G.Bazemore. What's "new" about the balanced approach?,Juvenile and Family Court Judges Journal 48(1):1-19.1997.

competencies while either performing communityservice or earning income that would go towardrestitution to crime victims.39

In spite of the obvious challenges, there is evidenceof successful and promising approaches that improveaccess by court-involved youth to the labor market.

39A discussion of the balanced and restorative justice model canbe found in G. Bazemore and M.S. Umbreit, Balanced and Restor-ative Judtice, Summary, Washington, DC: U.S. Department ofJustice, Office of Justice Programs, Office of Juvenile Justiceand Delinquency Prevention, 1997.

IIntegrated Facility-Based and Community-Based Model #2 (continued)agencies. HBI has trained nearly 400 juvenile offend-ers and placed 94 percent of graduates since 1994.

Current projections indicate the Project CRAFT pro-gram will exceed its goals in numbers of youth whoenroll, complete the program, and are placed inunsubsidized jobs or apprenticeships. Within 1 weekafter graduating from the program or being releasedfrom the facility, all of the students were employed,with 60 percent still employed after 3 months.

Project CRAFT can be implemented as a preventionor intervention program. Options include operatingProject CRAFT as an inhouse training program withcommunity-based services or day treatment on facil-ity grounds, an alternative or vocational school, acollaborative effort with community agencies, analternative to incarceration, or a program that targetsat-risk or runaway youth. HBI provides technical assis-tance to Project CRAFT programs and other publicand private agencies interested in starting a program.

The curriculum used to train Project CRAFT students iscertified in North Dakota by the State Board of Edu-cation, and HBI hopes to continue the certificationprocess in other States. In Florida, Project CRAFT iscertified as a second-chance school. HBI continuesto seek approval and certifications for its curriculumsin the State and local systems in which it operates.

Project CRAFT was independently evaluated over a4-year period by Resource Development Group,

Inc. The evaluators documented the following out-comes for graduates of the program in the threeoriginal demonstration sites in Maryland, North Da-kota, and Tennessee:4

By September 1998, 94 of 140 Project CRAFTgraduates had jobs in the home-building indus-try, 35 had jobs in other occupations or trades,and 55 had entered apprenticeships.

The median starting hourly wage for ProjectCRAFT participants was $6, compared with thenational median hourly wage of $4.74 for youth.

The median hourly wage at project completionwas $7.50, compared with $6.58, the nationalmedian wage for all youth ages 24 and youngerduring the same reporting year.

The cumulative recidivism rate for graduates ofProject CRAFT was 26 percent, compared withthe national rate of 70 percent.

Project CRAFT's followup for juvenile offenders afterrelease and community placement helps juvenileoffenders reintegrate into the community.

Outcome information is adapted from M.E. Kiss, CRAFTFinal Report: 1994-1998, Bowie, MD: Resource DevelopmentGroup. Inc.. 1999: and R. Hamilton and K. McKinney, .1o6Training for Juvestilex Project CRAFT. Fact Sheet, Washington,DC: U.S. Department of Justice, Office of Justice Programs,Office of Juvenile Justice and Delinquency Prevention, 1999.

Two initiatives that exemplify successful collabora-tion between the labor market and juvenile justicesystem require mention here. The California YouthAuthority's Free Venture program (see sidebar, page29) illustrates how local economic development ini-tiatives can be linked to work preparation and em-ployment programs for court-involved youth. FreeVenture operates as a cooperative partnership oflocal economic development agencies, employers,and the juvenile justice system. Tax credits, reducedcosts for rented space, and access to trained workersare provided to support work opportunities for resi-dential youth by encouraging employers to establish

a base of operations/production within the correc-tional facility.

In another collaborative initiative, Oregon's LaborMarket Information System joined the juvenilejustice system in identifying key employment trendswithin the State and its various regions. This infor-mation is being used to.develop worker preparationprograms in Oregon's youth facilities. Employersmay join vocational education advisory committeesand help design and implement training programsthat respond to the labor market. Participatingemployers are asked for their support to ensure that

jobs will be available when youth complete the pro-gram and return to the community.

Aftercare ProgramsJob training and employment for court-involvedyouth in the aftercare phase of their treatment tendto be most effective when youth:

Are in a community setting in which their move-ment is much less restricted than in a residentialfacility, if not totally unrestricted. In such settings,the logistical problems discussed on page 37 aregreatly reduced.

Are typically of legal working age, so that paidemployment experiences are possible.

Have had the benefit of earlier servicesparticu-larly counseling servicesthat have improvedinterpersonal skills and the ability to deal withfrustrations, anger, and stress.

Unfortunately, relatively few designated supportservices follow the released youth from the residen-tial environment back to the home community. 40Therefore, developing an array of essential services,including employment and training services, to sup-port youth in the final stages of rehabilitation is of-ten very difficult, if not impossible. In theory, thistask is the ongoing responsibility of the entire

'" A study by the Eastern Kentucky University Training Re-source Center addressed how States were transitioning juvenileoffenders from correctional facilities to home communities (B.I.Wofford, Youth in Transition: From Incarceration to &integral. Um,Richmond, KY: Eastern Kentucky University Training Re-source Center, 1988). Less than half of the States reported thatthey combined juvenile programs and social services or thatschool enrollment, job training, or placement was a condition ofrelease from the facility.

juvenile justice system from the time the youth firstbecomes involved. However, this responsibility oftenfalls to the aftercare case manager as a juvenile isexiting the justice system, and few resources arededicated to this crucial phase. The most effectiveaftercare job training and employment programstypically involve formal partnerships between thejuvenile justice system and other institutions ororganizations. Two effective programs, run by theMissouri Department of Youth Services and theLiving Classrooms Foundation, are described in side-bars on pages 31 and 33, respectively.

Some programs try to place court-involved youthin residential employment and training programsthat serve at-risk youth after they leave residentialfacilities. These programs typically provide thecourt-involved youth with a moderately structuredenvironment in which to hone employment skillsthat will enhance their ability to gain and maintaina substantial job. Job Corps, described on pages15-16, is one such program.

Acknowledging obstacles and previous failures touniversally address the labor market challenges ofcourt-involved youth is a first step toward improv-ing systems and programs. Although there arenumerous examples of successful programs thatintegrate traditional and nontraditional approachesto workforce preparation, and although there are anumber of programs that serve at-risk youth, theseprograms need to be expanded and brought to scaleto assist the large numbers of court-involved youthin this country and to ensure their return to a law-abiding and productive life. Collaboration betweenjuvenile justice, workforce development, education,and social service agencies and employers cangreatly enhance this process.

Systems Collaboration

The Task Force on Employment and Training forCourt-Involved Youth was formed to increase col-laboration between the juvenile justice system andthe employment and training system. A number ofother key systems also support the effective collabo-ration of juvenile justice and workforce preparationpractitioners and policymakers. Other systems thatserve court-involved youth include education, socialservices, community-based support, and the labormarket. Improved communication, increased knowl-edge about system operations, and systemic changeamong these entities is equally important to meetingthe needs of juveniles and the public safety. Ulti-mately, preparation for the workforce is a priorityfor each system. How can these diverse systemswork together to develop a cohesive, consistent de-livery system that responds to the employment andtraining needs of court-involved youth and the ulti-mate customer, the employer?

Earlier chapters in this Report highlight some of theobstacles encountered by court-involved youth andthe programs that serve these youth. Some of theissues and circumstances at the State and systemlevels that prevent court-involved youth from partici-pating fully in the workforce are summarized below.

The State Juvenile Justice SystemAlthough the predominant response to youth vio-lence has been to increase penalties for violentcrime, several States have coupled these reformswith an increase in services for youth. Many havedeveloped or expanded programs for youth thathave already penetrated the juvenile justice system.A few States have targeted additional services foryouth who are at immediate risk of placement inthe juvenile justice system (early intervention/prevention) or have been released from residential

facilities (aftercare). Other States have attempted toincrease job opportunities for youth who have en-tered the juvenile justice system; some examplesinclude afterschool academic programs, communityservice programs, and supervised work projects. InColorado, the legislature has appropriated fundingfor a comprehensive violence prevention programthat offers education, employment training, mentor-ing, and other support services for court-involvedand at-risk youth.'"

In spite of these efforts, limited attentionis given tothe developmental and workforce preparation needsof court-involved youth. A recent report by theOffice of Justice Programs, Preventing Crbne: WhatWorks, What Doesn't, What's Proms' ing, suggests thatprograms that emphasize employment and the skillsneeded to find and keep a job are among the mosteffective treatments for court-involved youth.42Many State juvenile justice agencies, however, areunfamiliar with contemporary youth development,labor market needs and strategies, workforce devel-opment, and School-to-Work principles and prac-tices. The juvenile justice system, the State workforcedevelopment efforts, and the School-to-Work initia-tive have not been able to establish effective connec-tions. Concerns about serving court-involved youthand the real and perceived difficulties of placingthese youth in work-based learning opportunities,and subsequently into permanent employment, havemade other systems reluctant to collaborate with thejuvenile justice system. Other obstacles, discussed atgreater length earlier in this Report, include secu-rity, public safety, and risk factors; lack of adequate

" G. Romero and D. Brown, State Progress in Addreming YouthViolence, Washington, DC: National Governors' Association,Center for Policy Research, 1995.

" Sherman et al., 1997.

resources and facilities; inability to engage employ-ers and employment and training personnel;underuse of existing resources and systems to pro-mote an integrated program of workforce prepara-tion and treatment; and lack of knowledge.

The State WorkforceDevelopment SystemThe workforce development system represents arange of initiatives by a myriad of agencies and or-ganizations, although DOL programs, School-to-Work programs, and One-Stop Centers appear tohave the most exposure. Worker preparation programsundertaken by the U.S. Departments of Agriculture,Commerce, Education, Health and Human Services,Housing and Urban Development, the Interior, andTransportation also offer opportunities for court-involved youth. Other participants in the workforcedevelopment system include private foundations andcommunity agencies that operate grassroots-levelprograms.

Understanding the complexities of these systems hasbeen a major challenge both for professionals in theworkforce development system and for juvenile jus-tice system personnel. In addition:

Access to programs offered through the workforcedevelopment system is often hindered by lack ofknowledge about both program availability anduse of program resources.

Competition for resources among the various par-ticipants in the workforce development system candiscourage new players from seeking active roles.

Performance requirements often exclude court-involved youth from workforce developmentprograms.

Participation of court-involved youth in programsthat meet their specific developmental and treat-ment needs even though they were not designedexclusively for court-involved youth needs to beemphasized.

Lack of information about the needs and treatmentrequirements of court-involved youth can result in

misinformation by workforce development person-nel or serve as a barrier to successful participation.

Efforts are under way to develop a cohesive andseamless system of workforce development. Thesereforms will allow the juvenile justice system to be-come a more active player in the workforce develop-ment system and to reevaluate the extent to whichworker preparation can be embraced as an impor-tant outcome for participating youth.

The Education SystemCourt-involved youth have generally experiencedlimited academic success and therefore tend to loseinterest in school. The strong link between academicfailure and juvenile offending suggests the need foreducation reform to address the specific needs ofthese high-risk youth, as prevention, diversion, andaftercare strategies. The failure on the part of schoolsto address the needs of these youth may be due inpart to the overwhelming task the schools face inmeeting the needs of all students. Individual devel-opmental and learning style differences among stu-dents are too often not accommodated. Early failureby youth is compounded as they move through theeducation continuum. "Zero-tolerance policies" of-ten alienate certain youth.

Nearly all court-involved youth, regardless of adjudi-cation status (i.e., early intervention, probation, com-munity corrections, residential programming, parole,or aftercare), are expected to engage in educationalactivities stipulated in consent decrees or dispositionplans. Frequently, for example, they are ordered toregularly attend the same school that failed to engagethem effectively in the first place. Those who droppedout of school before their commitment to an institu-tion are typically not eager to return to school. Manyof these youth tend to be disruptive in the classroom.

Some youth, returning to the community from resi-dential placement or being diverted from institu-tional care, are placed in community-based daytreatment programs that too often offer a narrowrange of treatment and educational services. Manyyouth have special education needs that may nothave been diagnosed by the school system. Strongerconnections between special education and programs

that offer early intervention or prevention servicesand serve court-involved youth are critical compo-nents of education programming for court-involvedyouth and preparation for work readiness.

Safety

Many States require the juvenile justice system tonotify school officials if a student has been adjudi-cated delinquent or is returning to school from acourt-ordered residential commitment. Require-ments to disclose information to schools about thejuvenile records of returning youth often present adilemma. Although intended to promote the safetyand security of all students, these laws can make theadjustment or reintegration process more difficultfor returning youth. It is often very difficult to rein-tegrate juvenile offenders into the schools, becauseschools resist their reenrollment. Further, educators,concerned about school safety, may have little pa-tience for court-involved youth and may be eager tosuspend or expel from school students who are dis-ruptive or have the potential to engage in disruptiveactivities. For court-involved youth, the first misstepcan often be a ticket out the door.

Education in Residential FacilitiesMost State juvenile justice systems are bound bylaw to operate educational programs that meet Stateaccreditation standards. However, when the statusof education within residential facilities is examined,it is clear that youth development and workforcedevelopment principles are applied unevenly frominstitution to institution, even within the same State.Integration of special education and vocational edu-cation into the academic program is of particularimportance and concern.

Residential facility education programs accreditedby State education agencies must provide specialeducation services to youth who fall within the guide-lines established under the Individuals with Disabili-ties Education Act (IDEA). This Act requires thatindividualized education and transition plans beimplemented for those youth who have disabilities.Institutions using IDEA funds must follow specificguidelines with respect to educational programming,class size, and accommodation assistance. Despite

these legal requirements, many State juvenile jus-tice systems do not consistently adhere to IDEArequirements.

In some States, court-involved youth age 16 andolder may also be eligible for vocational rehabilita-tion services. The number of youth who are eligiblefor special education services may be higher thanthe current number actually reported and served. Intoo many instances, school failure resulting in thereturn of court-involved youth to the juvenile justicesystem can be attributed, in part, to undiagnosedcognitive, physical, and emotional disabilities, in-cluding fetal alcohol syndrome, learning disabilities,remote audio retention problems, limited visual acu-ity, attention deficit disorder, hyperactivity, and sub-stance abuse.

Both academic and vocational education could besubstantially improved in residential correctionalfacilities. Vocational education is usually most effec-tive when the institution blends academic with voca-tional skills, offers vocational programs that reflectindustry requirements, involves employers in thedesign and implementation of programs, and providesa practical hands-on method of learning. Many ofthe programs highlighted in the previous section offerthis combination. Unfortunately, vocational educa-tion is often not given priority. Program content andequipment are frequently dated, and the quality ofthe hands-on activities does not reflect real-life expe-riences. More often than not, vocational educationis not integrated with other workforce developmentstrategies such as those of the School-to-WorkOpportunities Act or the Job Training PartnershipAct, nor does it prepare youth to find employmentwhen they are released from the facility.

Alternative EducationMany communities need alternative education pro-grams for youth who have not been served well bytraditional school programs, have dropped out, orhave been expelled from school. Although alterna-tive schools offer an option for disruptive or violentstudents, most of these programs address the needsof court-involved youth only in limited ways.

Alternative schools may be operated either by theschool district or outside the school system. Many

local school districts need to invest greater resourcesin the alternative schools they operate. According toa National Conference of State Legislatures' surveyreport,43 statutes in 50 States permit State per-pupileducation money to follow young people enteringalternative learning environments. This authority isgranted through provisions relating to open enroll-ment, special transfers, charter schools, postsecondaryenrollment options, public-private cooperation, al-ternative schools, and learning centers. However,despite the legal authority to fund alternative learn-ing opportunities for dropouts, per-pupil educationmoney is rarely used for this purpose. In manyStates, only public school districts can establish suchprograms, but they have little incentive to do so.State funds alone are frequently insufficient to coverprogram costs, and local school systems are oftenunwilling to invest their resources in young people

43 D. Gruber, Creative resource development, in A Generation qfChallenge: Pathways to Success for Urban Youth, Monograph 97-03,Baltimore, MD: Sar Levitan Center for Social Policy Studies,1997, pp. 87-118.

Education Systems

The issues related to collaboration betweeneducation systems are summarized below.

Education attainment is inextricably linked tosuccess in the labor market.

Failure of some traditional education systemsto serve the needs of court-involved youth andother at-risk youth seriously diminishes theprospects for these youth to become success-ful in the labor market and to become self-supporting citizens.

Reoffending behaviors can be linked directlyto lack of educational opportunities and theresulting lack of educational credentials.

Availability of special programming throughalternative education, special education, vo-cational rehabilitation, vocational education,and School-to-Work can enhance the chancesfor educational success and provide addi-tional resources.

who have left their schools. This is unfortunate, be-cause alternative or transition schools may offer aneffective way to work with special needs children,including those returning from placement. Transi-tion schools are generally more flexible and canwork more readily with a juvenile regardless of thetime in the school year he or she is reentering thesystem. Transition schools can help prepare the ju-venile for reintegration into the regular school.

In States that allow private, nonprofit alternativeschools to access funds, these providers must applyto and be accredited by the local school system.Many school systems are not interested in helpingalternative schools develop and compete with theirown schools. Yet in at least three StatesArizona,Minnesota, and Oregonand in numerous localcommunities, State money is funding programs forout-of-school youth on a relatively wide scale.

The Social Services SystemAlthough the primary focus of this Report is employ-ment and training for court-involved youth, con-nections to other support services and sources ofassistance are critical for these youth to become con-tributing members of society. The primary systemresponsible for meeting the social service needs ofyouth is the State agency with human services juris-diction. The name of this agency has many variationsdepending on the State (e.g., Administration for Fam-ily Services, Department of Social Services, or De-partment of Human Services). Typically thisdepartment includes a division or office that dealsexclusively with youth issues. Alternatively, a State-level agency that is dedicated to youth services mayexist. In some cases, the juvenile justice system isadministered under either the State human servicesor the youth services department. It is not uncommonfor youth who come in contact with the court systemto be served jointly by human or youth services de-partment staff and juvenile justice system staff. Thisjoint service is particularly common for youth whohave been diverted from the justice system or youthwho are operating under a consent decree.

State human or youth service departments providefunding for an array of services, including but notlimited to Temporary Assistance to Needy Families;

identification of noncustodial parents; housing assis-tance; emergency funds; family, personal, mentalhealth, and substance abuse counseling; trans-portation and childcare assistance; alternative educa-tion; youth programming; emergency shelters; andspousal abuse prevention. Many of these services arebrokered through other publicly funded agencies andprivate organizations. Court-involved youth may beassigned a social service caseworker in addition to ajuvenile justice caseworker. The social service workerhelps the youth find required community adjustmentand treatment services and often serves as an advo-cate for the youth. Juvenile justice personnel ensurethat youth comply with the court-ordered terms ofearly intervention, community corrections, parole,aftercare, probation, and other requirements.

A number of issues can hamper collaboration betweensocial service systems and juvenile justice systems:

Lack of clear-cut role definitions among the vari-ous divisions within State and local social servicesystems contributes to the delivery of fragmentedservices and prevents access to needed services.

Inconsistent development of treatment and actionplans, especially for court-involved youth beingserved in the community, is an obstacle to theseyouth attaining critical goals and transition steps.

Monitoring the status of services is complicatedby joint jurisdiction and oversight of court-involved youth, often by multiple agencies withinthe social service system.

Absence of a designated "single point of contact"and lack of systems-level case management resultin disjointed service delivery and inability of sys-tems to address the problems court-involvedyouth may encounter.

Fragmented and duplicative roles of various sys-tem components diminish the advocacy role of thesocial service system.

Social service workers' lack of knowledge aboutwhat the labor market requires and employersneed creates barriers resulting in job loss or inter-ruption (e.g., appointments are scheduled at timesthat compete with work and/or work preparationresponsibilities).

Collaborative strategies and structures can help over-come some of these impediments. For example, jointteams can provide comprehensive assessments, casemanagement, and brokerage services for juvenileoffenders.

Community-Based SupportSystemsNot-for-profit community-based organizations(CBO's) may provide services similar to State-funded programs and may receive funds throughsubcontracts with State- or local-affiliated agencies.CBO's usually offer a limited set of services andtarget a specific population, neighborhood, or geo-graphical area. Some local jurisdictions encouragethese organizations to form consortiums to reduceduplication of effort and maximize their resources.In addition to funding from State and local publicagencies, CBO's may receive funds from the UnitedWay; private foundations; business and corporatesponsors; religious, ethnic, or nationality-focusedorganizations; and others.

Many CBO's include job preparation services as partof their human services delivery system. YouthBuildis an example of a community-based work prepara-tion program funded by the U.S. Department ofHousing and Urban Development. Many CBO's alsouse AmeriCorps funds to provide job preparationservices for youth. Although many CBO's offer ser-vices to youth, few concentrate their resources exclu-sively on services for court-involved youth. Althoughit is desirable to identify and document the types ofsupport services that court-involved youth need intreatment and aftercare (transition/reintegration)plans, these community supports are rarely specified.

Youth may also receive services through public hous-ing communities, churches, education systems,workforce development agencies, and medical per-sonnel, among others. It is conceivable for a youth tohave multiple "caseworkers" working on his or herbehalf but without consistent coordination. Conse-quently, competing priorities, multiple action plans,and the absence of a single point of contact lead manyyouth to withdraw from these support service con-nections in spite of available resources. This situationnecessitates the collaborative structures noted above.

Community-Based Support SystemsIssues related to collaboration between community-based support systems are summarized below.

Coordination issues similar to those outlinedunder -The Social Services System" affectcommunity-based support systems.

Limited availability of community-based ser-vices or lack of knowledge about community-based support services by juvenile justice sys-tem and social service system personnel mayprevent court-involved youth from receivingservices closely aligned to their reintegrationrequirements and other needs, especially fromthose programs that focus on the social anddevelopmental requirements of traditionallyunderserved populations.

Misconceptions and lack of knowledge aboutthe needs and characteristics of court-involved youth by providers of community-based support services may exclude youthfrom these services.

The juvenile justice system, other systems, andcommunity service providers lack coordinationmechanisms. This limits youth participationand reduces the benefits of participating ingrassroots-level services.

Promising Systems CollaborationModelsSome State-level systems collaboration models effec-tively counter the seemingly vast number of obstaclesand barriers that contribute to limited involvement ofcourt-involved youth in labor market activities. Fourof these models are described below.

YES: Youth Environmental Service InitiativeThe Federal Youth Environmental Service (YES)44initiative is designed to increase the capacity of

For more information about YES, contact OJJ DP at the U.S.Department of Justice. See appendix H for contact information.

States and communities to treat and rehabilitatedelinquent youth and to prevent at-risk youth fromentering the juvenile justice system. YES is operatedjointly by the U.S. Department of Justice, Office ofJustice Programs, Office of Juvenile Justice andDelinquency Prevention, and the U.S. Departmentof the Interior. Under YES, Federal, State, local,and private agencies cooperate to develop workprograms on environmentally sensitive lands. Targetpopulations for YES programs range from youthwho live in unserved communities to serious andviolent juvenile offenders in both nonsecure andsecure confinement programs. YES employs greatflexibility, tailoring onsite residential, offsite residen-tial, or day programs to each community's specialneeds. Seven sites have been established in theDistrict of Columbia, Florida, Utah, and Virginia.

YES is funded locally and, although no direct Fed-eral funding is awarded to support program opera-tions, the Federal partners help develop YESprograms by providing training, technical assistance,and resources such as access to Federal lands, facili-ties, and environmental works projects.

RIO YThe goal of Texas' Re-Integration of OffendersYouth (RIO Y) project is to prepare adjudicatedyouth who are committed to the State's custody toenter the workforce and/or to access education andtraining opportunities that will lead to meaningfulemployment. RIOY is an example of systems col-laboration at the highest levels of State government,involving a partnership between the State's juvenilecorrections agency, the Texas Youth Commission(TYC), and the State's recently consolidatedworkforce development agency, the Texas Work-force Commission (TWC). RIOY reintegratesTYC youth into the community by linking TYC'sresocialization, educational, training, and special-ized treatment services to TWC's job placementand training programs while youth are incarcerated.RIOY focuses on employment training servicesand aftercare services that are available in thecommunities.

RIOY was established by an act of the Texas legis-lature in 1995 as a supplement to Project RIO, a job

assistance program that has placed more than200,000 adult offenders in jobs since 1985. The lawforged a partnership between TYC and TWC andauthorized funding to allow each agency to operatethe program. The funding supports a workforcedevelopment counselor at each TYC residential fa-cility. Resources available through TWC's RIO Yproject provide employment assistance and thoseavailable through local workforce development boardsprovide other employment and training services toTYC youth in the community.

RIOY funding also supports a TYC coordinatorwith experience in workforce development to serveas a liaison between the RIOY community-basedand facility-based staff. The coordinator also workswith community-based service providers across theState to expand employment and training opportuni-ties for TYC youth and with TYC institutional staffto more closely align vocational offerings with de-mand occupations.

All youth committed to TYC receive an orientationto RIOY at least three times during their stay. Tobe eligible for RIOY services, the youth must bewithin 6 months of his or her projected release date,have earned or be working toward a high schooldiploma or GED, and be at or above level three ofTYC's five-level resocialization system. Once theyouth is accepted in RIOY, program staff conductan assessment of his or her aptitudes and interestsand develop an employability development plan forthe youth.

In the first phase of the program, RIOY participantsexplore careers via Texas Career Alternatives Re-sources Evaluation System (CARES), a computer-ized multimedia career information system developedby the Texas State Occupational Information Coor-dinating Committee. Texas CARES enables youth toidentify and explore occupations that are in demandand training opportunities in their home communityor community of release. Texas CARES also pro-vides information about employers who have oppor-tunities in demand occupations in each region of theState.

In the second phase of RIOY, youth participate ina range of services and activities to promote employ-ability, including work readiness and job-seeking

preparation, skills training, job shadowing, and in-ternships on the institution grounds. Two TYC fa-cilities also offer offsite work experience.

Upon release, RIOY participants are referred tothe nearest TYC office for employment assistanceand, if needed, to the local One-Stop Center over-seen by the local workforce development board. TheOne-Stop Centers provide job placement assistanceand referral to appropriate training providers in thearea of operation. RIOY participants are assumedto be job-ready upon release and therefore are notrequired to go through the assessment and job readi-ness program required of other TYC youth. In 1998,25 percent of youth residing in TYC facilities wereenrolled in RIOY.

In 1998, RIOY served 1,157 youth, with 833 re-ferred to TWC for employment assistance uponrelease from a TYC facility. More than half (56 per-cent) of the youth referred to TWC found employ-ment. RIOY also met or exceeded its performancetargets in other areas. The program's goal was toserve 100 percent of youth who volunteered for theprogram in 1999.45

RECLAIM Ohio

In 1995, the State of Ohio launched Reasoned andEquitable Community and Local Alternatives toIncarceration of Minors (RECLAIM) Ohio as partof a statewide Family and Children First Initiative.46RECLAIM Ohio provides juvenile court judgeswith the means to improve the quality and range ofservices available to youthful offenders in their owncommunities. By providing alternatives to commit-ment in the State's Department of Youth Services(DYS), RECLAIM Ohio is also helping to addressthe problem of overcrowding in the State's juvenilecorrectional institutions.

Prior to this program, funding for State juvenilecorrections programs created a fiscal incentive tocommit adjudicated youth to secure confinement in

" Outcome information was provided by the National YouthEmployment Coalition, Washington, DC: PEP Net-99, 1999.See appendix H for contact information.

" For additional information, contact the Ohio Department ofYouth Services. See appendix H for contact information.

a State institution. Commitment to a State facilitywas free to the county, while judges had to use courtbudgets to fund local alternatives. This resulted inmixing less serious, first-time delinquents withserious, violent, repeat felony offenders.

By giving county juvenile judges the resources toaccess, develop, or expand effective local alternativesto incarceration, RECLAIM Ohio empowers themto make the best decision for the community and theyouth. It also provides judges with the power to pur-chase State commitment for individuals who requireresidential placement or secure confinement.

RECLAIM Ohio is administered by the Ohio DYS.Ohio's 88 counties handle the community-basedcomponent, and county commissioners serve as thefiscal agents. Funds are administered by the juvenilecourts, which work in collaboration with communityadvisory boards or Family and Children First coun-cils. Each county receives a funding allocation basedon the number of felony adjudications in the county'sjuvenile court. Each month, counties are debited 75percent against this allocation for each youth placedin a DYS institution and 50 percent for each youthplaced in a community correctional facility. Anyfunds remaining after debits are deducted are sent tothe counties each month. Counties may use the re-maining funds to purchase or develop a broad spec-trum of community-based programs for delinquentyouth adjudicated for a felony who would otherwisehave been committed to DYS. The funds may alsobe used to develop programs and services for otheradjudicated juvenile offenders. The juvenile courtscontract with private agencies to provide servicesranging from family counseling to electronic monitor-ing and from day treatment to the development ofskills to prepare these youth to live independently,including worker preparation programs.

During the first year of implementation, RECLAIMOhio provided juvenile court judges with just under$18 million to serve more than 8,600 youth in com-munity programs. In addition, the number of com-mitments to DYS dropped, despite an increasein the number of felony adjudications. In 1996, theFord Foundation and the John F Kennedy Schoolof Government at Harvard University namedRECLAIM Ohio as a finalist in the Innovations inAmerican Government Awards program.

During RECLAIM Ohio's pilot year (1994), theparticipating jurisdictions experienced a 42.7-

percent decrease in commitment to the Departmentof Youth Services compared with 1993. The averageage of youth served in 1997 was 15.3 years. Morethan 37 percent of those admitted to RECLAIMOhio were felony offenders. The number of adjudi-cations has continued to decline from 25.67 percentin 1990 to 17.62 percent in 1997.

CorpsLINK

As a response to the public's demand for change inthe way juvenile offenders are handled, the State ofMontana uses the balanced and restorative justicemodel for administering juvenile justice. As part ofthis greater focus on individual accountability, theMontana Conservation Corps (MCC),47 which oper-ates a full-time conservation corps program foryouth across the State, was selected to implementtwo programs specifically targeting young peopleinvolved in the juvenile justice system. The programsenable juvenile offenders to give back both to theirvictims and to their communities while developingwork and life skills. MCC operates a program forcommitted youth at a State juvenile correctionalfacility and a community-based program in fourregions of the State. To help fund the programs,MCC has leveraged Federal AmeriCorps andSummer Youth Employment and Training Program(SYETP) resources.

MCC's CorpsLINK program offers juvenile offend-ers living in the community an opportunity to makerestitution through community service activities andprovides them with mentoring services. The court-ordered community service is completed duringafternoons and on weekends. AmeriCorps volun-teers set up and supervise the service projects, whichinclude building trails, clearing public parks, orpainting community buildings, and serve as mentorsto the participants. Key to the programs are theircrew-based structure, through which participantsdevelop teamwork and communication skills, andthe involvement of participants in meaningful andtangible community service projects.

' For more information, contact MCC. See appendix H forcontact information.

Four full-time MCC members are assigned to eachCorpsLINK program. In addition, every full-timeMCC member is expected to mentor at least oneCorpsLINK participant during his or her term ofservice. This mentoring of participants by full-timeMCC members is a significant factor in the program'ssuccess. The bonds that are formed while complet-ing a project and participating in activities awayfrom the project site provide the basis for trustingrelationships.

The program also arranges, for mediation betweenCorpsLINK participants and their victims. Thisgenerally occurs prior to youth participation in theprogram and is conducted by professionals or volun-teers from local dispute resolution programs.

CorpsLINK participants also may join an MCCfull-time crew during the summer through SYETP.Once participants have satisfied their court-orderedservice commitment, they may enroll in the JTPA-funded program, provided they meet income eligibil-ity criteria.

MCC also operates the Montana Youth Alterna-tive program at a State juvenile correctionalfacility. This program engages participants inan intensive 6-week experiential program in thebackcountry, followed by participation in crew-based community service projects for the durationof their commitments.

SummaryRecent approaches to system change, including iden-tification of locally responsive, portable skills stan-dards and experimentation with new service deliverysystems, offer opportunities for court-involved youthto participate in the labor market. Opportunities toprepare for the workforce can be provided through avariety of routes and can begin at the first involve-ment with the juvenile justice system, regardless ofthe offender's age. One approach is to link restitutionwith community service activities that build both hardand soft work skills. Developing partnerships withlocal businesses to provide employment both insideand outside ayouth residential facility helps youthconnect other education and treatment activities withworkplace requirements. Involvement by employersand business organizations on a regular basis devel-ops an advocacy base and a cadre of interested rolemodels. Linking academic learning with workplacepractices, integrating apprenticeship and otheremployer-supported training models, and developingyouth entrepreneurship activities provide court-involved youth with opportunities for career develop-ment while building worker skills and creating anattachment to the labor market. As practitioners andpolicymakers strive to improve individual programsthat serve juveniles, they also need to devote attentionto strengthening the systems that support those pro-grams and determine their failure or success in trulyresponding to the needs of young people. Collabora-tion of the key youth-serving agencies is critical to thesuccess of efforts to help youth prepare for employ-ment, obtain that employment, and successfully stayon the job.

Steps for the Future

Based on labor market issues and program and sys-tem needs, there are five basic steps to improvingemployment and training for court-involved youth:

Improving communication and collaborationbetween system stakeholders.

Implementing public education strategies to im-prove community understanding about court-involved youth.

Improving community-based services, to providelinkages and a continuum of care.

Improving residential-based services.

Bringing individual effective programs to scale.

Improving CommunicationBetween System StakeholdersThe first step is developing common understandings,goals, and desired outcomes between system stake-holders. Although the juvenile justice and theworkforce development systems are primary play-ers, other systems are also important. As detailedabove, education, social services, community-basedsupport services, and labor market systems are criti-cal to the delivery of employment training servicesto court-involved youth.

Acknowledging that each system has its unique formof governance, mission, and vocabulary is a first steptoward the cooperation that is essential to the devel-opment of an integrated service delivery system.Court-involved youth, like all people, have multipleroles (e.g., children, neighbors, school peers, sportsteam members, and violators of the law). The causeof adjudication may be a single incident, ranging

from a status offense to violent behavior, or courtinvolvement may represent a history of behaviorsthat point to a poor prognosis for successful commu-nity reintegration. System stakeholders define theirroles in providing services and opportunities foradjudicated youth in varying ways. These definitionsdrive the extent of commitment a particular systeminvests in court-involved youth and, further, theextent to which it becomes a willing partner in as-sisting these youth in engaging in the labor marketand functioning as contributing members of society.Clearly, a set of shared terms is needed and willfacilitate collaboration and understanding about theroles of the respective stakeholders.

Increased emphasis on staff training and develop-ment, cross-disciplinary training, and identificationof resources that can be used to improve both com-munity and residential services are also important.Interagency staff development and forums at theFederal, State, and local levels can help promotemutual understanding and commitment to systems-level collaboration.

For programs to prepare court-involved youth moreeffectively for adulthood, the juvenile justice systemmust increase its knowledge of the needs of theseyouth. Professional development opportunities forstaff and officials at all levels of the system, includ-ing intake workers, parole officers, aftercare work-ers, probation officers, judges, prosecutors, defenseattorneys, and direct care providers (i.e., education,treatment, and administrative staff) can help. Allparticipants need to understand the fundamentals ofyouth development, the requirements of the contem-porary workplace, and the principles of School-to-Work programs. Staff responsible for developingindividual treatment programs, aftercare plans, and

58

dispositional options also need to be familiar withlocal youth services, the education system, workforcetraining delivery systems, and local and regional labormarkets. Workforce programs must participate in thisprocess, and these programs must be accessible tocourt-involved youth.

Implementing Public EducationStrategies To Improve CommunityUnderstanding AboutCourt-Involved YouthThe second step is overcoming the negative percep-tions about juvenile offenders. Negative publicreaction to violent offenses committed by youth iscreating even greater obstacles to court-involvedyouth who seek access to community services, in-cluding education, employment training, and sup-port assistance. Increased knowledge about thecharacteristics of court-involved youth and replica-tion of successful strategies and programs can helpalleviate the concerns of residents, employers, andprospective service providers. Clear articulation ofpolicy goals and objectives that simultaneouslyaddress the needs of court-involved youth, makethe public aware of the costs of neglect, and ad-dress public safety concerns can help diminishnegative perceptions and misconceptions.

Local leaders, parents, and the public need to under-stand how a developmentally focused, asset-drivenframework differs from youth intervention strategiesof the past. Providing public forums that enableyoung people to tell their stories is an effective wayto engage the media, public officials, and the public.Public forums can highlight positive outcomes forcourt-involved youth and present them as a part ofthe general youth population.

Many employers express reluctance to host work-based learning involving minors because of liabilityconcerns and child labor laws. However, many StateSchool-to-Work offices are addressing these con-cerns and have developed information packets foremployers. In addition, the National Alliance ofBusiness and the National Employer LeadershipCouncil have developed materials that address em-ployers' concerns and encourage them to participate

in work-based learning and School-to-Work activi-ties." Furthermore, several States have addressedemployer concerns about liability by extending li-ability or insurance coverage to youth placed inschool-sponsored and unpaid work-based learningexperiences.

Responding to employer recruitment and retentionneeds in terms of expenditures for recruitment,screening, entry-level training, and turnover mayalso help employers better understand the return oninvestment for hiring court-involved youth. Ensur-ing that there is a support system in place throughthe use of intermediaries, job coaches, and workadjustment personnel (staff who provide pre- andpostemployment support for job entrants in areassuch as interpersonal skills and work habits) mayalso create a positive hiring atmosphere.

Improving Community-BasedServicesThe third step is to improve community-based em-ployment and training services for court-involvedyouth. This includes integrating youth developmentprinciples into each level of the juvenile justicecontinuum, ensuring consistency between youthreadiness, adjustment, and movement into labormarket activities. The principles and approachesexemplified by successful model programs should bemore fully examined and adapted by residential fa-cilities to enable confined youth to become produc-tive and contributing members of society.

Ideally, services and supports for court-involvedyouth who reside at home or who are placed incommunity-based settings should be provided by theexisting youth services delivery system. To achievethis, communities need to acknowledge their respon-sibility to these youth. The communities, in turn,must receive the resources they need to provide theseyouth with appropriate services, supports, and devel-opmental opportunities, as required. Rather thancontinue to establish or expand community-basedprograms designed exclusively for court-involved

48 For more information, visit the following Web sites:www.stw.ed.gov: www.nab.com/content/educationimprovement/schooltocareedindex/htm; and www.cord.org.

youth or to create new programs that roughly paral-lel programs serving the general youth population,the juvenile justice system should encourage inte-grating court-involved youth in programs that servethe general youth population. To accomplish this,the juvenile justice system must be prepared to pro-vide resources, offer technical assistance, and ensureadequate levels of aftercare intervention.

Many youth service providers are already unknow-ingly serving court-involved youth, without anyformal relationship or support from the juvenilejustice system. These services tend to be linked tothe broader network of educational, job training,.and community support services rather than tostand-alone (and often isolated) programs for court-involved youth. Turning to community service pro-viders builds community capacity, consolidatesservices, and reduces the stigma that often accompa-nies participation in programs developed exclusivelyfor adjudicated youth. It also spreads the fiscal bur-den of these services among a wider array of youthfunding sources. However, it is critical that provid-ers of youth services have demonstrated experienceworking with troubled youth; provide an appropri-ate mix of programmatic elements, including work-ing with employers; and be willing and able tosupplement their services or add components toaddress the security, supervision, accountability, andtreatment needs of juvenile offenders. Providingappropriate services is probably the responsibility ofsystem components; however, the task can be con-tracted to the private sector. One collaborativestructure is to have probation or aftercare workersproviding supervision, working in a team with pri-vate providers and case managers who provide guid-ance, broker services, and monitor those services.

The tone of youth-related policies set by State andlocal policymakers can significantly affect the degreeto which court-involved youth are integrated withyouth and workforce development initiatives.

Local communities need to be provided with re-sources that target court-involved youth and theflexibility to employ the resources effectively. Stateand local governments should not impose rigid pro-grammatic models on communities, but insteadshould develop an overall framework for youth

policy that encourages the development and expan-sion of programs that exemplify the principles ar-ticulated in earlier chapters of this Report.

Under the leadership of the Governor, mayor, orchief local elected official, agencies that directlyserve youthand those that fund or regulate youthprogramsshould develop a shared objective tomeet the developmental needs of all youth. Eachagency should identify its role in achieving the ob-jective. Narrow categorical programs that may un-duly restrict the flexibility of local communities andmay not contribute to achievement of the visionshould be reassessed. Although this process mayresult in turf battles, high-level officials and youthadvocates must remain focused on the overall visionfor serving youth and funding processes that aremost likely to succeed in developing effective pro-grams for youth.

The development of a shared goal for youth servicesand the benchmarks for achieving the goal also re-quire substantive input from State and local leaders,educators, social service workers, juvenile courtjudges and prosecutors, local law enforcement per-sonnel, employers, parent groups, youth, community-based organizations, civic associations, and publicand private not-for-profit youth service providers.A collaborative and inclusive process will fostercooperation and eliminate many of the barriers toimplementing a comprehensive local plan.

To stimulate community mobilization in support ofthe proposed reforms, State and local governmentsshould invest in building the capacities of local com-munities and service providers. Community leadersshould learn techniques for promoting collaborationand achieving consensus through formal trainingprograms. Professional facilitators should be avail-able to help community stakeholders resolve turfissues and reach consensus.

Local leaders and youth service providers may needtraining on key adolescent development issues, espe-cially regarding court-involved youth. They mayalso require new strategies for identifying and miti-gating the most prevalent communitywide risk fac-tors and for increasing the key protective factors.Increasing the awareness and.understanding of all

relevant agencies will facilitate the formation ofcomprehensive youth and workforce developmentstrategies.

Improving Residential-BasedServicesThe fourth step is for the State or local juvenile jus-tice authority to ensure that the needed services andsupports for juvenile residential-based services areavailable onsite or accessible in the nearby commu-nity. This entails reassessing the current educational,vocational, and social development programs andadapting programs to reflect the principles of youthdevelopment, special needs, and School-to-Workprograms to the extent feasible within secure or staff-secure settings.

Institutional vocational education programs shouldoffer training only in occupations and industries forwhich there is current and projected future demandwithin the State or region. Many State and localSchool-to-Work partnerships, employment andtraining providers, State Occupational InformationCoordinating Committees, private industry councils,workforce development boards, vocational technicaleducation providers, community colleges, and eco-nomic development agencies have already con-ducted analyses to determine the growth industriesand occupations in the State or region. These enti-ties can guide the selection and development offacility-based vocational programs. A major consid-eration is providing residential youth with occupa-tional skills training that prepares them for jobs thatare in demand in the community or region to whichthey will return upon release. To the greatest extentpossible, residential facilities should be small andlocated close to home communities.

Once the vocational or industry demand areas aredetermined, employers who are in the growth indus-tries or who hire for the demand occupations shouldbe invited to serve on an advisory body to ensurethat the training curriculum and vocational pro-grams remain current and relevant. Juvenile justiceagencies and residential facilities should also provideopportunities for employers to interact directly withyouth. Efforts to reach out to employers should also

extend to public sector employers and small andminority-owned businesses.

Residential facilities should avoid investing heavilyin vocational training equipment, as they can neverkeep pace with the rapid technological change thatoccurs in the contemporary workplace. Instead,corrections agencies and facilities should solicit sur-plus equipment from employers, lease equipment forshort periods, or secure access to equipment fromnearby community colleges, vocational-technicalcenters, or employers.

Because of security concerns, many youth in secureresidential facilities are unable to leave the groundsto take advantage of work-based learning opportu-nities, so facilities should develop programs thatprovide work settings within the institutions.School-based enterprises are another vehicle forproviding confined youth with opportunities tolearn about the operations of business. Havingemployers help direct and support these activitiesenables the youth to draw direct connections be-tween the work being performed and the real-lifeexperiences and education they will need to suc-ceed in the work world.

The pedagogy employed by many institutional aca-demic and basic-skills education programs should berestructured to accommodate the learning styles ofmost committed youth. Workplace context, rel-evance, and applied learning methods that increasestudents' motivation to learn and their ability toapply concepts should be built into academic pro-grams. Academic programs should not be restrictedto traditional core academic subjects or GED pre-paration but should integrate competencies identi-fied by the DOL's Secretary's Commission onAchieving Necessary Skills.

Many job-related and academic competencies can bedeveloped through well-structured, supervised ser-vice activities, either in the community or within theresidential facility. These activities also provideyouth with the opportunity to perform communityrestitution.

Youth correctional facilities, local workforce devel-opment, education, and youth development provid-ers should work closely together to connect youth to

appropriate services prior to their scheduled releasedate. These entities should be involved in joint plan-ning for reentry. Youth who need job training orjob placement assistance should be referred to theOne-Stop Center or job service nearest to the loca-tion of release. Bonds should be secured for juvenileoffenders before they are released, because they mayfind it difficult to secure employment without them.

If the youth is returning to school, the facility shouldestablish connections with the local education agencyto ease the youth's transition into a traditional schoolsetting or to identify a suitable alternative arrange-ment. School policy, stated or unstated, that restrictsthe reentry of juvenile offenders must be reas-sessed, and schools should be assisted by in-schoolservices and supervision that facilitate positive reen-try. Aftercare planning should include preidentifiedarrangements with community-based organizationsand other public or private services, with a specialeffort to link the youth with role models and mentors.

Identifying adequate resources is one of the mostsignificant challenges for States and communitiesseeking to provide opportunities that promote self-sufficiency for court-involved youth. Policymakersshould be informed about the outcomes of effectiveprograms and the cost savings they achieve. Jointadvocacy by juvenile justice, workforce develop-ment, and most particularly the business communitymay increase resources.

Bringing Individual EffectivePrograms to ScaleMany of the programs discussed in previous chap-ters have engaged community partners to provide anarray of juvenile justice, workforce development,education, social service, and community-based sup-ports for court-involved youth. Unfortunately, theseprograms are only scattered examples of what canbe accomplished through collaborative efforts. Thefifth step is for youth-serving systems to work to-gether and complement one another so an integratedand effective service delivery system, appropriatefor all parts of the juvenile justice continuum, can beimplemented.

While collaborative efforts provide the potential forgreater service and cost efficiency, they are ofteninitially accompanied by significant cost requirements.Systems integration, as exemplified by the School-to-Work and One-Stop Center initiatives, requires asignificant investment to ensure proper planning andto demonstrate effective implementation strategies.

Additional funding at the Federal level by the U.S.Departments of Justice and Labor can help to bringthe necessary systems to scale. Although both De-partments have committed resources to testing pro-gram models, the larger challenge of systemsintegration may require greater emphasis. Addi-tional work at the Federal level, such as broadeningthe base of access to Federal youth offender andyouth opportunity funds (www.doleta.gov), wouldbenefit court-involved youth, communities, and fami-lies throughout the country, not only selected high-poverty areas. Other joint Federal agency efforts,such as Safe Schools/Healthy Students (supportedby the U.S. Departments of Health and HumanServices, Justice, and Labor) should also be contin-ued and promoted. Continuation and expansion ofefforts to increase collaboration between the employ-ment and training system and the juvenile justicesystem, such as allocating the funds now availablefrom DOL through the Youth Offender Demonstra-tion Projects and Youth Opportunity DemonstrationProject, would benefit court-involved youth, commu-nities, and families.

Many new initiatives are being promoted by theFederal Government, foundations, and businesses tocombat youth crime and unemployment, which areamong the Nation's most pressing concerns. Theseopportunities promote capacity-building and sys-temic change through new partnerships and therealignment of existing partnerships. Programimplementers and policymakers must be diligent intheir assessment of program effectiveness and theimpact of funding on changing the landscape ofyouth development programs. Only through thesecooperative ventures and mutual understandingswill dramatic changes sufficient to stem the risingtide of youth alienation from the mainstream ofsocietyoccur.

Appendix A: Members of the Task Force onEmployment and Training forCourt-Involved Youth*

Practitioner MembersDavid AltschulerPrincipal Research ScientistThe Johns Hopkins UniversityInstitute for Policy Studies

Gordon BazemorePrincipal Research ScientistFlorida Atlantic UniversityBalanced and Restorative Justice Project

Michael BenjaminExecutive DirectorInstitute for Mental Health Initiatives

David BrownSenior Policy AnalystNational Governors' Association

Edgar CahnExecutive Director and FounderTime Dollar Institute

Chris CardPresidentYMCAChildren, Youth, and FamiliesSarasota, FL

Raymond ChaseProject AdministratorAmerican Correctional Association

Ed de JesusNational Youth Employment CoalitionPromising and Effective Practices Network

* The titles listed reflect members' positions when the TaskForce met. Titles were not available for some individuals on theTask Force.

Susan FiniscloveProgram ManagerMarriott Foundation for People with Disabilities

Mark P. FontaineExecutive DirectorFlorida Juvenile Justice Association

Bill GandyManagerFlorida Department of Juvenile JusticeDistrict 5

Jack GreeneDirector of Professional DevelopmentAmerican Correctional Association

Jeff GreimSenior Program OfficerProject DevelopmentPublic/Private Ventures

David GruberIndependent Consultant

Andrew HahnProfessorBrandeis UniversityHeller Graduate School

Sam HalperinExecutive DirectorAmerican Youth Policy Forum

Robin HamiltonNational CoordinatorHome Builders Institute

James HardemannCorporate ManagerEmployee Assistance ProgramPolaroid Corporation

Talmira HillProgram AssociateAnnie E. Casey Foundation

Laura IveyNational CoordinatorHome Builders Institute

Bob JacksonDirectorOccupational InformationCoordination Committees of America

Donna Walker JamesSenior Program AssociateAmerican Youth Policy Forum

John JeffriesDirectorNational Associates ProgramsVERA Institute

John JonesActing Executive DirectorEast New York Urban Youth Corps

Peter JoyceVice President

National Alliance of Business

Al KamikawaSenior Vic' e President

Home Builders Institute

Mary Ellen KissPresident

Resource Development Group

Barry KrisbergExecutive Director

National Council on Crime and Delinquency

Ned LoughranExecutive Director

Council of Juvenile Correctional Administrators

Sarah MaxwellNational CoordinatorHome Builders Institute

The Honorable George MitchellNational Council of Juvenile and

Family Court Judges

John MooreAdmi /us' trator

National Institute of CorrectionsOffice of Correctional Job Placement

Joyce MorrisseyJCC Transition SpecialistNew Jersey Juvenile Justice Commission

Marty O'BrienGovernment Relations and Public Affairs CoordinatorNational Association of Service and

Conservation Corps

Everett OliverIndustrial ManagerSurplus and SalvageGolden Door Program for Ex-OffendersAdolph Coors Company

Greg PearceResearch Associate

National Council on Crime and Delinquency

Marion W. PinesDirectorThe Johns Hopkins UniversityInstitute for Policy StudiesSar Levitan Center

Robert PleasureAssistant to the President 'Or Education and TrainingAFLCIO

Raissa QuintalLegislative AssistantOffice of Senator Ben Nighthorse Campbell

Ed RidgwayDirector of Site Development

National Center for Strategic Nonprofit Planningand Community Leadership

Paula SeidmanProject DirectorCircle Solutions, Inc.

Bill J. SpringVice President and District Community Affairs OfficerFederal Reserve Bank of Boston

Andy SumNortheastern UniversityCenter for Labor Market Studies

Philip TedeschiDirectorResource Center for High Risk Youth

Dennis TorbettVice President forApprenticeshipHome Builders Institute

JoAnna TylerSenior ManagerKRA Corporation

Rex UbermanDeputy Director for OperationsFlorida Department of Juvenile Justice

Ernst WegschaidlerExecutive DirectorNew Jersey Juvenile Justice Commission

Roscoe WilsonRegional DirectorAssociated Marine Institute

Alan ZuckermanExecutive DirectorNational Youth Employment Coalition

Federal Agency Participants

U.S. Department of Justice

Office of Juvenile Justice andDelinquency Prevention

Shay BilchikAdministrator

Douglas DodgeDirectorSpecial Emphasis Division

Sarah IngersollSpecial Counsel to the Administrator

Executive Office for Weed and Seed

Steve RickmanDirector

National Institute of Justice

Jeremy TravisDirector

Marilyn MosesProgram Analyst

U.S. Department of Labor

Employment and Training Administration

Beverly BacheminManpower Development Specialist

John HeinbergSpecial Assistant to the Administrator

Office of Job Corps

Marcus GrayProgram Administrator

Elisa LopezVocational Intern

U.S. Department of EducationRichard SmithDirectorOffice of Correctional Education

Rich LueckingNational School-to-Work Opportunity Office

Appendix B: National Employment Trends

Table B-1 :'The 10 Fastest Growing Occupations, 1996-2006

Occupation Number* Percentage of Increase

Database administrators, computer supportspecialists, and all other computer scientists

Computer engineers249 118%

235 109

Systems analysts 520 103

Personal and home care aides 171 85

Physical and corrective therapy assistants and aides 66 79

Home health aides 378 76

Medical assistants 166 74

Desktop publishing specialists 22 74

Physical therapists 81 71

Occupational therapy assistants and aides 11 69

° In thousands of new jobs.

Source: U.S. Department of Labor, Bureau of Labor Statistics, 1998-99 Occupational Outlook Handbook, online 1998, retrieved 1998 from the Bureau ofLabor Statistics Web site: stats.b1s.gov/news.release/ooh.table1.htm.

'Table B-2 Occupations,With the Largest Projected Job Growth, 1996-2006

Occupation Number* Percentage of Increase

Cashiers

Systems analysts

General managers and top executives

Registered nurses

Salespersons, retail

Truckdrivers, light and heavy

Home health aides

Teacher's aides and educational assistants

Nursing aides, orderlies, and attendants

Receptionists and information clerks

530 17%

520 103

467 15

411 21

408 10

404 15

378 76

370 38

333 25

318 30

° In thousands of projected new jobs.

Source: U.S. Department of Labor, Bureau of Labor Statistics, 1998-99 Occupational Outlook Handbook, retrieved 1998 from the Bureau of LaborStatistics Web site: stats. bls. gov /news.release /ooh.table2.htm.

Appendix C: State and Local Labor MarketInformation Contacts

State Occupational InformationCoordinating CommitteesState Occupational Information Coordinating Com-mittees (SOICC's) may provide information directlyor make referrals to other sources. The addressesand telephone numbers of the directors of SOICC'sare listed below.'

State Employment SecurityAgenciesState employment security agencies develop detailedinformation about local labor markets, such as cur-rent and projected employment by occupation andindustry, characteristics of the workforce, and changesin State and local economic activity. Addresses andtelephone numbers of the directors of research andanalysis in these agencies are listed below.

Most States have career information delivery systems(CIDS's) in secondary schools, postsecondary insti-tutions, libraries, job training sites, vocational reha-bilitation centers, and employment service offices.The public can use the systems' computers, printedmaterial, microfiche, and toll-free hotlines to obtaininformation on occupations, educational opportu-nities, student financial aid, apprenticeships, andmilitary careers. Ask counselors and SOICC's forspecific locations.

A computerized State Training Inventory (STI)developed by the National Occupational Informa-tion Coordinating Committee (NOICC) is also

' This information is taken from the U.S. Department of Labor,Bureau of Labor Statistics, 1998-99 Occupational Outlook Hand-book, retrieved 1998 from the Bureau of Labor Statistics Website: stats.bls.gov /oco /oco20024.htm.

maintained by the SOICC's and available in everyState. Education and training data are organized byoccupation or training program title, type of institu-tion, and geographic area. The database is compiledat the State level and includes more than 217,000education and training programs offered by morethan 21,000 schools, colleges, and hospitals. Ifyouare interested in STI, contact individual SOICC'sfor State-specific data.

State occupational projections are also available onthe Internet at udesc.state.utudalmis/stateproji.

AlabamaChief, Labor Market InformationDepartment of Industrial Relations649 Monroe Street, Room 422Montgomery, AL 36130334-242-8859

Executive DirectorAlabama Occupational Information

Coordinating CommitteeAlabama Center for Commerce401 Adams Avenue, Room 424P.O. Box 5690Montgomery, AL 36103-5690334-242-2990

Alaska

Chief, Research and AnalysisAlaska Department of LaborP.O. Box 25501Juneau, AK 99802-5501907-465-4500

Executive DirectorAlaska Occupational Information

Coordinating CommitteeResearch and Analysis SectionP.O. Box 25501Juneau, AK 99802-5501907-465-4518

American SamoaDirectorAmerican Samoa Occupational Information

Coordinating Council and ResearchDepartment of Human ResourcesAmerican Samoa GovernmentPago Pago, AS 96799684-633-4485

ArizonaResearch AdministratorDepartment of Economic Security1789 West Jefferson StreetP.O. Box 6123, Site Code 733APhoenix, AZ 85005-6123602-542-3871

Executive DirectorArizona State Occupational Information

Coordinating Council1789 West Jefferson Street, First Floor NorthP.O. Box 6123, Site Code 897JPhoenix, AZ 85005-6123602-542-3871

Arkansas

Labor Market Information DirectorEmployment Security DepartmentP.O. Box 2981Little Rock, AR 72203-2981501-682-3159

Executive DirectorOccupational Information Coordinating CouncilEmployment Security DepartmentEmployment and Training ServicesP.O. Box 2981Little Rock, AR 72203-2981501-682-3159

CaliforniaChief, Labor Market Information DivisionEmployment Development Department7000 Franklin BoulevardBuilding 1100, MIC 57P.O. Box 826880Sacramento, CA 94280-0001916-262-2160

Executive DirectorCalifornia Occupational Information

Coordinating Council1116 Ninth Street, Lower LevelP.O. Box 944222Sacramento, CA 94244-2220916-323-6544

ColoradoLabor Market Information DirectorColorado Department of Labor1515 Arapahoe Street, Tower 2Suite 300Denver, CO 80202-2108303-620-4856

DirectorColorado Occupational Information

Coordinating Council1515 Arapahoe Street, Tower 2Suite 300Denver, CO 80202-2108303-620-4981

ConnecticutDirector of ResearchConnecticut State Labor Department200 Folly Brook Boulevard, Suite 1Wethersfield, CT 06109-1114860-566-2121

Executive DirectorConnecticut Occupational Information

Coordinating CouncilConnecticut State Labor Department200 Folly Brook Boulevard, Suite 1Wethersfield, CT 06109-1114860-566-7963

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Delaware

Labor Market Information DirectorDelaware Department of Labor4425 North Market StreetWilmington, DE 19809-0965302-761-8069

Executive DirectorOffice of Occupational and Labor

Market InformationDelaware Department of Labor4425 North Market StreetWilmington, DE 19802302-761-8050

District of ColumbiaChief of Labor Market InformationDepartment of Employment Services500 C Street NW, Room 201Washington, DC 20001-2187202-724-7214

Executive DirectorDistrict of Columbia Occupational Information

Coordinating Council500 C Street NW, Suite 200Washington, DC 20001-2187202-724-7205

Florida

Chief, Bureau of Labor Market InformationDepartment of Labor and Employment SecurityHartman Building, Suite 2002012 Capitol Circle SE.Tallahassee, FL 32399-2151904-488-6037

ManagerWorkplace Development Information

Coordinating CommitteeBureau of Labor Market InformationDepartment of Labor and Employment SecurityHartman Building, Suite 2002012 Capitol Circle SE.Tallahassee, FL 32399-2151904-488-1048

GeorgiaDirectorLabor Information SystemsDepartment of Labor223 Court land Street NE.Atlanta, GA 30303-1751404-656-3177

Executive DirectorGeorgia Occupational Information

Coordinating CouncilDepartment of Labor148 International Boulevard, Sussex PlaceAtlanta, GA 30303-1751404-656-9639

Guam

Executive DirectorGuam Occupational Information

Coordinating CommitteeHuman Resource Development AgencyGuam ITC Building, Third FloorP.O. Box 3358Agana, GU 96910-2817671-649-9759

Hawaii

Chief, Research and Statistics OfficeDepartment of Labor and Industrial Relations830 Punchbowl Street, Room 304Honolulu, HI 96813-5080808-586-8999

Executive DirectorHawaii State Occupational Information

Coordinating Council830 Punchbowl Street, Room 315Honolulu, HI 96813-5080808-586-8750

IdahoDirectorResearch and AnalysisDepartment of Employment317 Main StreetBoise, ID 83735-0001208-334-6169

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DirectorIdaho Occupational Information

Coordinating CouncilLen B. Jordan Building, Room 301650 West State StreetP.O. Box 83720Boise, ID 83720-0095208-334-3705

Illinois

Economic Information and Analysis ManagerDepartment of Employment Security401 South State Street, 2SChicago, IL 60605312-793-2316

Executive DirectorIllinois Occupational InformationCoordinating Council

217 East Monroe, Suite 203Springfield, IL 62706-1147217-785-0789

Indiana

Deputy Commissioner for Field Supportand Business Development

Department of Workforce Development10 North Senate AvenueIndianapolis, IN 46204-2277317-233-5724

DirectorIndiana Occupational InformationCoordinating Committee

Workforce Development/Technical EducationIndiana Government Center South10 North Senate Avenue, Second FloorIndianapolis, IN 46204-2277317-233-5099

Iowa

Bureau ChiefResearch and Information ServicesDepartment of Workforce Development1000 East Grand AvenueDes Moines, IA 50319515-281-8181

Executive DirectorIowa Occupational Information

Coordinating CouncilDepartment of EducationGrimes State Office BuildingDes Moines, IA 50319515-242-5032

Kansas

Chief, Labor Market Information ServicesDepartment of Human Resources401 SW. Topeka AvenueTopeka, KS 66603-3182913-296-5058

DirectorKansas Occupational Information

Coordinating Committee401 SW Topeka AvenueTopeka, KS 66603-3182

KentuckyManagerLabor Market Information BranchDepartment of Employment Services275 East Main StreetFrankfort, KY 40621502-564-7976

Information Liaison/ManagerKentucky Occupational Information

Coordinating Council500 Mero Street, Room 2031Frankfort, KY 40601502-564-4258

LouisianaDirectorResearch and Statistics DivisionDepartment of Employment and TrainingP.O. Box 94094Baton Rouge, LA 70804-9094504-342-3141

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DirectorLouisiana Occupational InformationCoordinating Committee

P.O. Box 94094Baton Rouge, LA 70804-9094504-342-5149

Maine

DirectorLabor Market Information. ServicesDepartment of LaborBureau of Employment Services20 Union StreetAugusta, ME 04330207-287-2271

SOICC DirectorMaine Occupational InformationCoordinating Committee

State House Station 71Augusta, ME 04333207-624-6200

MarylandDirectorOffice of Labor Market Analysis and InformationState Department of LaborLicensing and Regulation1100 North Eutaw Street, Room 601Baltimore, MD 21201-2206410-767-2250

DirectorMaryland State Occupational Information

Coordinating CouncilState Department of LaborLicensing and Regulation1100 North Eutaw Street, Room 104Baltimore, MD 21201-2206410-626-2953

Massachusetts

Labor Market Information and Research DirectorDivision of Employment and TrainingHurley Building, Fifth Floor19 Staniford StreetBoston, MA 02114617-626-6556

DirectorMassachusetts Occupational InformationCoordinating Council

Division of Employment SecurityCharles E Hurley Building, Second FloorGovernment CenterBoston, MA 02114617-727-5718

MichiganDeputy DirectorManagement and Financial ServicesEmployment Security Commission7310 Woodward Avenue, Room 510Detroit, MI 48202313-876-5904

Executive CoordinatorMichigan Occupational Information

Coordinating CommitteeVictor Office Center201 North Washington Square, Fourth FloorLansing, MI 48913517-373-0363

MinnesotaDirectorResearch and Statistical ServicesDepartment of Economic Security390 North Robert Street, Fifth FloorSt. Paul, MN 55101612-296-6546

DirectorMinnesota Occupational Information

Coordinating CouncilDepartment of Economic Security390 North Robert Street, Fifth FloorSt. Paul, MN 55101651-296-2072

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Mississippi

Chief, Labor Market Information DepartmentEmployment Security CommissionP.O. Box 16991520 West Charles StreetJackson, MS 39215-1699601-961-7424

SOICC DirectorMississippi State Occupational Information

Coordinating Committee301 West Pearl StreetJackson, MS 39203-3089601-949-2240

Missouri

Chief, Research and AnalysisDivision of Employment Security421 East Dunkin StreetP.O. Box 59Jefferson City, MO 65104-0059573-751-3595

DirectorMissouri Occupational Information

Coordinating Committee400 Dix RoadJefferson City, MO 65109573-751-3800

MontanaChief, Research and AnalysisDepartment of Labor and IndustryP.O. Box 1728Helena, MT 59624406-444-2430

SOICC DirectorMontana Occupational Information

Coordinating Committee1301 Lockey Street, Second FloorP.O. Box 1728Helena, MT 59624-1728406-444-2741

NebraskaLabor Market Information AdministratorDepartment of Labor550 South 16th StreetP.O. Box 94600Lincoln, NE 68509-4600402-471-9964

AdministratorNebraska Occupational Information

Coordinating CommitteeState House StationP.O. Box 94600Lincoln, NE 68509-4600402-471-9953

Nevada

Chief, Research and AnalysisLabor Market InformationEmployment Security Division500 East Third StreetCarson City, NV 89713-0002702-687-4550

ManagerNevada Occupational InformationCoordinating Committee

DETR500 East Third StreetCarson City, NV 89713-0001702-687-4550

New HampshireDirectorLabor Market InformationDepartment of Employment Security32 South Main StreetConcord, NH 03301603-228-4123

DirectorNew Hampshire Occupational InformationCoordinating Committee

64 Old Suncook RoadConcord, NH 03301603-228-3349

73

New Jersey

Assistant CommissionerLabor Research and AnalysisDepartment of LaborCN056Trenton, NJ 08625-0056609-292-2643

Staff DirectorNew Jersey Occupational Information

Coordinating CommitteeLabor Building, Fifth FloorCN057Trenton, NJ 08625-0057609-292-2682

New Mexico

Chief, Economic Research and Analysis BureauDepartment of LaborTiwa Building401 Broadway Boulevard NE.P.O. Box 1928Albuquerque, NM 87103505-841-8645

SOICC DirectorNew Mexico Occupational Information

Coordinating CommitteeTiwa Building401 Broadway Boulevard NE.P.O. Box 1928Albuquerque, NM 87103505-841-8455

New York

DirectorDepartment of LaborResearch and Statistics DivisionState Office Building CampusBuilding 12, Room 401Albany, NY 12240518-457-6369

Executive DirectorNew York State Occupational Information

Coordinating CommitteeDepartment of LaborResearch and Statistics DivisionState Office Building CampusBuilding 12, Room 488Albany, NY 12240518-457-7556

North CarolinaDirectorLabor Market InformationEmployment Security CommissionP.O. Box 25903Raleigh, NC 27611919-733-2937

Executive DirectorNorth Carolina Occupational Information

Coordinating Committee700 Wade AvenueP.O. Box 25903Raleigh, NC 27611919-733-6700

North DakotaDirectorResearch and StatisticsJob Service North DakotaP.O. Box 5507Bismarck, ND 58506-5507701-328-2868

Program AdministratorNorth Dakota State Occupational InformationCoordinating Committee

1720 Burnt Boat DriveP.O. Box 5507Bismarck, ND 58506-5507701-328-9734

Northern Mariana IslandsExecutive DirectorNorthern Mariana Islands Occupational

Information Coordinating CommitteeBuilding N, Room N-1P.O. Box 149Northern Mariana CollegeSaipan, MP 96950670-234-7394

OhioAdministratorLabor Market Information DivisionBureau of Employment Services78-80 Chestnut, Fifth FloorColumbus, OH 43215614-752-9494

DirectorOhio Occupational Information Coordinating

CommitteeLabor Market Information DivisionBureau of Employment Services145 South Front StreetColumbus, OH 43215614-466-1109

OklahomaDirectorResearch DivisionEmployment Security Commission305 Will Rogers Memorial Office BuildingOklahoma City, OK 73105405-557-7265

Executive DirectorOklahoma Occupational InformationCoordinating Council

State Department of Vocational/Technology Education

1500 West Seventh AvenueStillwater, OK 74074-4364405-743-5198

OregonAdministrator for ResearchTax and AnalysisOregon Employment Department875 Union Street NE.Salem, OR 97311-0101503-378-8656

SOICC DirectorOregon Occupational Information

Coordinating Committee875 Union Street NE.Salem, OR 97311-0101503-378-5747

Pennsylvania

DirectorBureau of Research and Statistics300 Capitol Associates Building, Third Floor901 North Seventh StreetHarrisburg, PA 17120-9969717-787-3266

Executive DirectorPennsylvania SOICCBureau of Research and StatisticsPennsylvania Department of Labor and Industry300 Capitol Associates BuildingHarrisburg, PA 17120-0034717-772-1330

Puerto RicoDirectorResearch and Statistics DivisionDepartment of Labor and Human Resources505 Munoz Rivera Avenue, 20th FloorHato Rey, PR 00918787-754-5385

Executive DirectorPuerto Rico Occupational Information

Coordinating CommitteeP.O. Box 366212San Juan, PR 00936-6212787-723-7110

75

Rhode IslandLabor Market Information DirectorDepartment of Employment and Training101 Friendship StreetProvidence, RI 02903-3740401-277-3730

DirectorRhode Island Occupational InformationCoordinating Committee

101 Friendship StreetProvidence, RI 02903-3740401-272-0830

South CarolinaDirectorLabor Market InformationEmployment Security CommissionP.O. Box 995Columbia, SC 29202-0995803-737-2660

DirectorSouth Carolina Occupational InformationCoordinating Committee

1550 Gadsden StreetP.O. Box 995Columbia, SC 29202-0995803-737-2733

South DakotaDirectorLabor Information CenterDepartment of LaborP.O. Box 4730Aberdeen, SD 57402-4730605-626-2314

DirectorSouth Dakota Occupational InformationCoordinating Council

South Dakota Department of Labor420 South Roosevelt StreetP.O. Box 4730Aberdeen, SD 57402-4730605-626-2314

TennesseeDirectorResearch and Statistics DivisionDepartment of Employment Security500 James Robertson ParkwayVolunteer Plaza, 11th FloorNashville, TN 37245-1000615-741-2284

Executive DirectorTennessee Occupational Information

Coordinating Committee500 James Robertson ParkwayVolunteer Plaza, 11th FloorNashville, TN 37245-1600615-741-6451

Texas

Director of Labor Market InformationTexas Workforce Commission101 East 15th Street, Room 208TAustin, TX 78778-0001512-463-2222

DirectorTexas Occupational Information

Coordinating CommitteeTravis Building, Suite 2053520 Executive Center DriveAustin, TX 78731512-502-3750

U.S. Virgin Islands

Chief, Bureau of Labor StatisticsDepartment of Labor53A and 54B Kronprindsens GadeCharlotte AmalieSt. Thomas, VI 00802809-776-3700

CoordinatorVirgin Islands Occupational Information

Coordinating CommitteeP.O. Box 303359St. Thomas, VI 00803-3359809-776-3700, Ext. 2136

7 6

Utah

DirectorLabor Market InformationUtah Department of Employment Security140 East 300 SouthP.O. Box 45249Salt Lake City, UT 84147-0249801-536-7860

DirectorUtah Occupational Information Coordinating

Committeedo Utah Department of Employment Security140 East 300 SouthP.O. Box 45249Salt Lake City, UT 84147-0249801-536-7806

VermontDirectorPolicy and InformationDepartment of Employment and Training5 Green Mountain DriveP.O. Box 488Montpelier, VT 05601-0488802-828-4153

DirectorVermont Occupational Information

Coordinating Committee5 Green Mountain DriveP.O. Box 488Montpelier, VT 05601-0488802-229-0311

Virginia

DirectorEconomic Information Services DivisionVirginia Employment Commission703 East Main StreetRichmond, VA 23219804-786-7496

Acting Executive DirectorVirginia Occupational Information

Coordinating CommitteeVirginia Employment Commission703 East Main StreetP.O. Box 1358Richmond, VA 23211804-786-7496

WashingtonDirectorLabor Market and Economic AnalysisP.O. Box 9046Olympia, WA 98507-9046360-438-4804

Executive DirectorWashington Occupational Information

Coordinating Committeec/o Employment Security DepartmentP.O. Box 9046Olympia, WA 98507-9046360-438-4803

West Virginia

Assistant DirectorLabor and Economic ResearchJTP/ES DivisionBureau of Employment Programs112 California AvenueCharleston, WV 25305-0112304-558-2660

Executive DirectorWest Virginia Occupational Information

Coordinating CommitteeP.O. Box 487Institute, WV 25112-0487304-766-2687

WisconsinDirectorDepartment of Workforce DevelopmentJobs, Employment, and Training Services

Division201 East Washington Avenue, Room 221XP.O. Box 7946Madison, WI 53707-7946608-266-5843

CoordinatorWisconsin State Occupational Information

Coordinating CouncilDepartment of Workforce DevelopmentDWE/BWI201 East Washington Avenue, GEF-1Room 221XP.O. Box 7944Madison, WI 53707-7944608-267-9611

WyomingManagerResearch and PlanningDepartment of EmploymentP.O. Box 2760Casper, WY 82602-2760307-473-3801

Acting DirectorWyoming Occupational Information

Coordinating CouncilP.O. Box 2760246 South Center Street, Second FloorCasper, WY 82602307-473-3809

Appendix D: State Workforce InvestmentAct Contacts

AlabamaNick D. BaileyActing DirectorAlabama Department of Economic andCommunity Affairs

401 Adams AvenueP.O. Box 5690Montgomery, AL 36103-5690334-242-8672334-242-5099 (fax)E-mail: [email protected]

Alaska

Mike AndrewsExecutive DirectorAHRIC3601 C Street, Suite 380Anchorage, AK 99503907-269-7485907-269-7489 (fax)E-mail: [email protected]

American SamoaEneliko Sofa'iDeputy DirectorDepartment of Human ResourcesEmployment Training and Development

DivisionAmerican Samoa GovernmentPago Pago, American Samoa 96799684-633-4485684-633-5667 (fax)E-mail: [email protected]

79

ArizonaMoises GallegosActing Assistant DirectorDivision of Employment and RehabilitationServices

Arizona Department of Economic Security1789 West Jefferson Street, AZ 901APhoenix, AZ 85007602-542-4910602-542-2273 (fax)E-mail: [email protected]

ArkansasDirectorArkansas Workforce Development Board3 Capitol MallLittle Rock, AR 72205501-371-1020501-371-1030 (fax)E-mail: [email protected]

California

Nancy PruitDirectorEmployment Development DepartmentP.O. Box 826880, MIC 83Sacramento, CA 94280916-654-8210916-657-5294 (fax)E-mail: [email protected]

ColoradoClark BolserExecutive DirectorColorado Workforce Coordinating CouncilOffice of the Governor1580 Logan, Suite 410Denver, CO 80203303-894-2077303-894-2064 (fax)E-mail: [email protected]

ConnecticutSusan G. Towns leyDeputy CommissionerConnecticut Labor Department200 Folly Brook BoulevardWethersfield, CT 06109860-263-6515860-263-6529 (fax)E-mail: [email protected]

Delaware

Lynn HowardPolicy Advisor for Family Services820 French StreetWilmington, DE 19801302-577-3210302-577-3118 (fax)E-mail: Ihoward @state.de.us

Lisa Blunt-BradleySecretary of Labor4425 North Market StreetWilmington, DE 19802302-761-8000302-761-6621 (fax)E-mail: [email protected]

District of ColumbiaGregory IrishDirectorDistrict of Columbia

Department of Employment Services500 C Street NWWashington, DC 20001202-724-7185202-724-7112 (fax)E-mail: [email protected]

FloridaLois A. ScottDirector of Jobs and BenefitsDepartment of Labor and Employment Security1320 Executive Center DriveAtkins Building, Room 300Tallahassee, FL 32399-0667850-488-7225805-487-1753 (fax)E-mail: [email protected]

GeorgiaMichael ThurmondCommissionerGeorgia Department of Labor148 International Boulevard NE., Suite 600Sussex PlaceAtlanta, GA 30303-1751404-656-3011404-656-2683 (fax)E-mail: [email protected]

Milton MartinDeputy CommissionerGeorgia Department of Labor148 International Boulevard NE., Suite 600Sussex PlaceAtlanta, GA 30303-1751404-657-8242404-656-2683 (fax)E-mail: [email protected]

80

Guam

James H. UnderwoodActing DirectorDepartment of LaborP.O. Box UAgana, GU 96932671-647-7076671-647-7063 (fax)E-mail: [email protected]

Hawaii

Lorraine H. AkibaDirectorDepartment of Labor and IndustrialRelations

830 Punchbowl Street, Room 321Honolulu, HI 96813808-586-8844808-586-9099 (fax)E-mail: [email protected]

IdahoTana ShillingstadOffice of the GovernorP.O. Box 83720Boise, ID 83720-0034208-334-2100208-334-3454 (fax)E-mail: [email protected]

IllinoisHerbert D. DennisManagerJob Training DivisionDepartment of Employment Security325 West AdamsSpringfield, IL 62704217-785-6006217-785-6454 (fax)E-mail: [email protected]

Hazel LoucksDeputy Governor of EducationStatehouse, Room 204Springfield, IL 62706217-524-1423217-557-1733 (fax)E-mail: [email protected]

IndianaCraig HartzerCommissionerDepartment of Workforce Development10 North Senate AvenueIndiana Government CenterIndianapolis, IN 46204317-233-5661317-233-1670 (fax)E-mail: [email protected]

IowaRichard V. RunningIowa Workforce Development1000 East Grand AvenueDes Moines, IA 50319515-281-5365515-281-4698 (fax)E-mail: [email protected]

Kansas

Heather M. WhitleyDirectorDivision of Employment and TrainingKansas Department of Human Resources401 SW. Topeka AvenueTopeka, KS 66603-3182785-296-7874785-296-5112 (fax)E-mail: [email protected]

81

KentuckyAllen D. RoseSecretaryCabinet for Workforce DevelopmentCapital Plaza Tower, Second Floor500 Mero StreetFrankfort, KY 40601502-564-6606502-564-2289 (fax)E-mail: [email protected]

Louisiana

Sujuan BoutteAssistant SecretaryOffice of LaborState Department of Labor1001 North 23d StreetP.O. Box 94094Baton Rouge, LA 70804-9094225-342-7693225-342-7960 (fax)E-mail: [email protected]

Maine

Valerie R. LandryCommissioner20 Union StreetP.O. Box 309Augusta, ME 04332-0309207-287-3788207-287-5292 (fax)E-mail: [email protected]

Maryland

Eleanor M. CareyPresidentGovernor's Workforce Investment Board1414 Key Highway, Second FloorBaltimore, MD 21230410-333-4454410-333-4467 (fax)E-mail: [email protected]

MassachusettsAngelo R. BuonopaneDirectorMassachusetts Department of Labor and

Workforce DevelopmentOne Ashburton Place, Room 2112Boston, MA 02108617-727-6573617-727-1090 (fax)E-mail: [email protected]

MichiganVicki EnrightDirectorOffice of Workforce DevelopmentMichigan Department of

Career Development201 North Washington SquareVictor Office Center, Fifth FloorLansing, MI 48913517-335-5858517-335-5945 (fax)E-mail: [email protected]

MinnesotaEarl WilsonCommissionerDepartment of Economic Security390 North Robert StreetSt. Paul, MN 55101651-297-4336651-296-0994 (fax)E-mail: [email protected]

MississippiWanda Jean DensonDirectorEmployment Training DivisionState Department of Economic andCommunity Development

P.O. Box 24568Jackson, MS 39225-4568601-949-2234601-949-2291 (fax)E-mail: [email protected]

82

Missouri

John CopeDeputy DirectorDepartment of Economic DevelopmentDivision of Workforce Development421 East Dunkin StreetJefferson City, MO 65102573-751-3753573-571-5316 (fax)E-mail: [email protected]

MontanaPat HaffeyCommissionerDepartment of Labor and Industry1327 LockeyHelena, MT 59624-1728406-444-9091406-444-1394 (fax)E-mail: [email protected]

Erik BurkePolicy Advisor for Education and LaborOffice of the GovernorState Capitol BuildingHelena, MT 59620-0801406.444-0575406-444-4151 (fax)E-mail: [email protected]

Nebraska

Fernando Lecuona IIICommissionerNebraska Department of Labor550 South 16th StreetP.O. Box 94600Lincoln, NE 68509-4600402-471-9000402-471-2318 (fax)E-mail: [email protected]

Nevada

Mayla FlorenceDirectorDepartment of Employment, Training

and Rehabilitation1830 East Sahara Avenue, Suite 201Las Vegas, NV 89104702-486-7923702-486-7924 (fax)E-mail: [email protected]

New HampshireJohn HamiltonExecutive DirectorNew Hampshire Job Training Council64 Old Suncook RoadConcord, NH 03301603-228-9500, Ext. 307603-228-8557 (fax)E-mail: [email protected]

New JerseyMark B. BoydDeputy CommissionerNew Jersey Department of LaborP.O. Box 110Trenton, NJ 08625-0110609-292-1906609-292-1987 (fax)E-mail: [email protected]

New MexicoClinton D. Harden, Jr.Cabinet SecretaryDepartment of LaborP.O. Box 1928Albuquerque, NM 87103505-841-8409505-841-8491 (fax)

New York

James T. DillonExecutive Deputy CommissionerNew York State Department of LaborBuilding 12, Room 592State Office CampusAlbany, NY 12240518-457-2270518-485-6297 (fax)E-mail: [email protected]

North CarolinaWayne DavesExecutive DirectorPolicy and Employment ProgramsNorth Carolina Department of Commerce4327 Mail Service CenterRaleigh, NC 27699-4327919-715-3300919-715-3974 (fax)E-mail: [email protected]

North DakotaFraine Zeit lerDirectorNorth Dakota Workforce Development CouncilDepartment of Economic Development and Finance1833 East Bismarck ExpresswayBismarck, ND 58504-6708701-328-5300701-328-5320E-mail: [email protected]

Northern Mariana IslandsFelix NogisAdministratorJob Training PartnershipAct Programs

Office of the GovernorCNMI/Mail Civic CenterP.O. Box 1799Saipan, MP 96950670-664-1700670-322-7333 (fax)E-mail: [email protected]

OhioAdministratorOhio Bureau of Employment ServicesDepartment of Job and Family Services30 East Broad Street, 32d FloorColumbus, OH 43215614-466-2100614-466-5025 (fax)E-mail: [email protected]

OklahomaGlen E. Robards, Jr.Associate DirectorEmployment and Training DivisionState Employment Security CommissionWill Rogers Memorial Office Building2401 North LincolnOklahoma City, OK 73105405-557-5329405-557-7256 (fax)E-mail: [email protected]

OregonAnnett TalbottWorkforce Policy CoordinatorGovernor's Office of Education and

Workforce Policy255 Capitol Street NE., Suite 126Salem, OR 97310503-378-3921, Ext. 24503-378-4789 (fax)E-mail: [email protected]

PennsylvaniaDiane BosakChief Operating OfficerTeam Pennsylvania Workforce

Investment Board901 North Seventh Street, Suite 103Harrisburg, PA 17102717-772-4966717-783-4660 (fax)E-mail: [email protected]

84

Mike AckerExecutive Deputy SecretaryWorkforce Development and SafetyDepartment of Labor and Industry1720 Labor and Industry BuildingHarrisburg, PA 17120717-787-8665717-772-1461 (fax)E-mail: [email protected]

Timothy B. BittleDirector of OperationsWorkforce Investment CenterDepartment of Labor and Industry1719B Labor and Industry BuildingHarrisburg, PA 17120717-705-2630717-772-1461 (fax)E-mail: [email protected]

Puerto RicoAntonio L. PabonSocial Welfare AdvisorLa FortalezaSan Juan, PR 00902787-725-4449787-721-5336 (fax)E-mail: [email protected]

Rhode IslandMarvin PerryDeputy DirectorRhode Island Department of Labor and Training101 Friendship StreetProvidence, RI 02903401-222-3648401-222-1473 (fax)E-mail: [email protected]

South CarolinaC. Michael MungoExecutive DirectorSouth Carolina Employment Security CommissionP.O. Box 995Columbia, SC 29202803-737-2617803-737-2642 (fax)E-mail: [email protected]

South DakotaLloyd SchipperDeputy SecretarySouth Dakota Department of LaborKneip Building700 Governors DrivePierre, SD 57501-2291605-773-3101605-773-4211 (fax)E-mail: [email protected]

TennesseeMichael E. MagillCommissionerDepartment of Labor and Workforce DevelopmentAndrew Johnson Tower, Eighth Floor710 James Robertson ParkwayNashville, TN 37243615-253-1324615-741-5078 (fax)E-mail: [email protected]

Texas

Diane RathChair and Commissioner Representing the PublicTexas Workforce Commission101 East 15th StreetAustin, TX 78778-0001512-463-2800512-463-1289 (fax)E-mail: [email protected]

U.S. Virgin Islands

Sonia Jacobs DowCommissionerDepartment of Labor2203 Church StreetChristianstedSt. Croix, VI 00820-4612340-773-1994, Ext. 230340-773-0094 (fax)E-mail: [email protected]

85

Aletha BaumannDirector of TrainingDepartment of Labor2203 Church StreetChristianstedSt. Croix, VI 00820-4612340-773-1994, Ext. 204340-773-1858 (fax)E-mail: [email protected]

Utah

Robert GrossExecutive DirectorDepartment of Workforce Services140 East 300 SouthSalt Lake City, UT 84111801-526-9210801-526-9211 (fax)E-mail: [email protected]

VermontSteven M. GoldCommissionerVermont Department of Employment and

Training5 Green Mountain DriveP.O. Box 488Montpelier, VT 05601-0488802-828-4301802-828-4181 (fax)E-mail: [email protected]

Virginia

Thomas J. TowbermanCommissionerVirginia Employment Commission703 East Main Street, Room 300Richmond, VA 23219804-786-3001804 -225-3923 (fax)E-mail: [email protected]

WashingtonRich NafzigerExecutive Policy AdvisorP.O. Box 43113Olympia, WA 98504-3113360-902-0664360-586-8380 (fax)E-mail: [email protected]

West Virginia

James JeffersChiefGovernor's Workforce Investment OfficeBuilding 6, Room 6171900 Kanawha Boulevard, EastCharleston, WV 25305304-558-7024304-558-7029 (fax)E-mail: [email protected]

WisconsinSecretary Linda StewartDepartment of Workforce Development201 East Washington AvenueRoom 400XMadison, WI 53707608-267-9692608-266-1784 (fax)E-mail: [email protected]

WyomingBeth NelsonDirectorDepartment of Employment122 West 25th StreetCheyenne, WY 82002307-777-6402307-777-5805 (fax)E-mail: bnelso @state.wy.us

Appendix E: Additional Programs forCourt-Involved Youth

Institutionally Based VocationalTraining ProgramsAssociated Marine Institutes. Adjudicated youth innine States build academic and life skills throughexperiential marine and outdoor activities. The 31program sites offer primarily academic education.Students receive 12 weeks of aftercare when theycomplete the residential program.

Contact: Bob Weaver, PresidentAssociated Marine Institutes5915 Benjamin Center DriveTampa, FL 33634813-887-3300

Charlton Junior and Senior High SchoolIndiana Boys School. The school is an educationaland vocational unit inside a correctional facility formale juvenile offenders ages 12 to 18. The schoolexposes students ages 16 years and older to skills,materials, and techniques in specific vocationaltraining shops. Each class is tailored to fit the needsof each student, with each student working at hisown pace and level of ability. The program provides:

Introductory experience in 10 areas of job training.

A curriculum that challenges the most capablestudents and trains the least capable.

Motivation and guidance to students who areinterested in work.

Testing and counseling for placement in vocationaltraining shops.

A limited number of on-the-job training positions.

Contact: H. Gene Combs, SuperintendentIndiana Boys SchoolPlainfield, IN 46168

Computer Assisted Parallel Education. ComputerAssisted Parallel Education (CAPE) was implemen-ted in October 1988 to provide basic educational/prevocational instruction for youth placed in thePima County Juvenile Detention Center. The CAPElab offers extensive offline lessons and supplementalmaterials in prevocational, vocational, and criticalthinking skills. The project offers diagnostic assess-ment, guidance, counseling, placement, and finalevaluations of skills youth have attained while inthe project.

Contact: Pima County Juvenile Detention Center2225 East Ajo WayTucson, AZ 85713520-740-2000

Criminally At-Risk Youth Demonstration. Thisdemonstration, jointly funded by the U.S. Depart-ments of Labor and Health and Human Services,investigates the effectiveness of coordinated servicesfor youth ages 14 to 22 who have committed crimes,are involved in gangs or other activities that putthem at risk, or are homeless. This demonstrationseeks to prepare youth for self-sufficiency by improv-ing their employability and well-being, preventingtheir involvement in criminal or at-risk activities, andreducing their arrest and recidivism rates.

Contact: U.S. Department of Labor200 Constitution Avenue NW.Washington, DC 20210202-693-4650Internet: www.dol.gov/

8'7

Glen Mills School Vocational Program. The pri-mary objective of the Glen Mills educational/voca-tional program is to place court-involved youth backin high school, in a trade school, or in a job. Thehigh school offers 15 vocational areas. They includesmall engine repair, photography, carpentry, ma-sonry, radio, and journalism. All students learn howto write resumes, fill out job applications, and pre-pare for interviews.

Contact: Jim Chobany, Director of Services, orBernard Krieg, Director of Admissions

Glen Mills SchoolsGlen Mills RoadConcordville, PA 19331610-459-8100

Juvenile Employment Opportunities. JuvenileEmployment Opportunities (JEO) in JeffersonParish, LA, offers a "juvenile job developer," who isin charge of finding employment opportunities in thecommunity for clients of the Department of Juve-nile Services. The program was initially supportedby a juvenile justice prevention grant from the Loui-siana Commission on Law Enforcement and is nowfunded by Jefferson Parish general funds.

Contact: John Ryals, DirectorDepartment of Juvenile Services2245 Manhattan BoulevardHarvey, LA 70058504-364-3750

Student Transition to Education and EmploymentProgram. The Ohio Department of Youth Services(ODYS) Program, Student Transition to Educationand Employment Program (STEEP), teaches stu-dents carpentry while they complete their education.Participants receive $5 per hour for their onsite workfor up to 20 hours per week. They are required tosave 25 percent of their wages and purchase theirown tools. Youth who successfully complete the pro-gram receive a $500 bonus from ODYS. The STEEPprogram includes five phases:

Selection and program entry.

Onsite aftercare.

Offsite aftercare.

Employment training.

Discharge from ODYS.

Contact: Al Neff, Community ProgramsAdministrator

Ohio Department of Youth Services51 North High Street, Suite 531Columbus, OH 43266-0582614.466-9349

Youth Services International, Inc. Youth ServicesInternational (YSI), Inc., a for-profit operator of juve-nile correctional facilities, now owned by CSC, Inc.,in Sarasota, FL, incorporates a component calledWorld-of-Work in each of its facilities. Youth are paidfor work that usually takes place on facility grounds.Jobs may include janitorial or kitchen cleanup duties.A portion of youth earnings is placed in a scholarshipfund for college or other continuing education.

Contact: Joel SmithYouth Services International, Inc.6 Park Center Court, Suite 211Owings Mills, MD 21117

Youthtrack, Inc. As a subsidiary of Res-Care, Inc.,Youthtrack offers training in conjunction with juve-nile correctional facilities and programs and theFederal Job Corps program. Res-Care operatesJob Corps. Youthtrack involves incarcerated andcommunity-based youthful offenders with programcomponents including vocational assessment, sub-stance abuse counseling, year-round schools, sexoffender treatment, case management, advocacy,aftercare, therapeutic milieu, family counseling,mental health services, and leadership development.This intensive programming combines job prepara-tion and competency-based programs for vocationaltraining that offers youth opportunities for succeed-ing in work.

Contact: Dan Toth, Vice President, Development10184 West Belleview, Suite 300Littleton, CO 80127303-904-0998

88

Employment and TrainingPrograms for At-Risk YouthHollywood Diner. The diner is owned by the city ofBaltimore, MD, and offers on-the-job training infood service skills and socialization for troubledyouth. The program is financed by the ChesapeakeFoundation for Human Development and the Mary-land Department of Juvenile Services. The programlasts 6 months and has a 90- to 95-percent retentionrate. Forty-eight youth have been in the programsince it began.

Contact: Bill Staffa, ManagerHollywood Diner400 East Saratoga StreetBaltimore, MD 21202410-962-5379

Preparation for Adult Living. The Preparation forAdult Living (PAL) program teaches employmentskills to students who are transitioning out of fostercare in Houston, TX. The program consists of 5months of intensive training in life skills and GEDpreparation, 5 days a week, for 5 hours each day. Theprogram also teaches participants how to search fora job and an apartment, manage money, cook, andshop and instructs students in their legal rights andthe use of community resources. Each graduate ofPAL attends monthly support groups and is pairedwith a volunteer mentor. The youth have their ownadvisory board.

Contact: Janet Leg ler Luft, Program CoordinatorHarris County Children's Protective

Services5100 South West Freeway, Sixth FloorHouston, TX 77056713-599-5570

STEP-UP. The STEP-UP program operates inBaltimore, MD; Chicago, IL; and Huntington, WV.The program provides young residents of public

and Indian housing and other low-income youthwith real work and real wages while they learn mar-ketable skills. Trade unions, educational institutions,State agencies, and public housing residents havesigned a collaborative agreement in Baltimore towork together on providing employment opportuni-ties. In Chicago, STEP-UP apprentices work withunion journey workers to rehabilitate public housingunits. In Huntington, students are hired by the Hun-tington Housing Authority and local contractors.

Local agencies are encouraged to form partnershipswith existing training or service providers to takeadvantage of existing local expertise and resources.Local team members may include housing authori-ties, resident organizations, elected officials, Weedand Seed steering committees, private industrycouncils, employers, organized labor, and commu-nity development corporations.

Contact: U.S. Department of Housing andUrban Development

Office of Labor Relations, Room 7118451 Seventh Street NW.Washington, DC 20410800-778-3787

Urban Forestry Project. The Urban ForestryProject is a youth enterprise designed to enhancethe livability of inner cities while introducing andcultivating businesses and technical skills among at-risk youth. The Urban Forestry Project provides100 youth with earned income, technical and horti-cultural skills, and business education. The partici-pating youth are responsible for researching,marketing, producing, supplying, and investing.

Contact: Michael GriceJuvenile Justice Youth Employability

Committee501 North Dixon StreetPortland, OR 97227503-249-2000

8y

RestitutionNocational ProgramJuvenile Work Restitution Program. This programis based on community service, holds youth account-able for their behavior, and helps youthful offendersrepay victims and the community. Court-involvedyouth ages 13 to 16 are required to attend courses onself-esteem building and job training. Youth are as-signed to worksites where they acquire positive workhabits under the supervision of adult volunteers.

Contact: John UpchurchTuscaloosa County Juvenile Court6001 12th Avenue EastTuscaloosa, AL 35405205-345-4343

For further information, refer to sources of informa-tion listed in appendix H.

Appendix F: Juvenile Justice Glossary

AdjudicationThe process for determining ayouth's involvement in an offense (guilt) and theactual finding of involvement. Adjudication can bewithheld and conditions imposed which, if met, willresult in dismissal of the charges.

Adjudicatory hearingThe fact-finding (trial)phase of a juvenile case in which a judge receivesand weighs evidence before deciding whether theyouth is responsible for the offense.

AftercareA generic term for a variety of servicesand levels of supervision provided following a pe-riod of commitment to a residential facility. Duringaftercare, the youth is still considered a ward of thecourt or State and is supervised by a probation of-ficer or aftercare worker.

Aggravating factors Factors that may increase theseriousness of the offense, such as prior offenses,weapon use, heinous crimes, and threats to victimsor witnesses.

Alternative sanctionsAn array of sanctions, ap-propriate and suitable for a violation of a consentdecree, stipulations of probation, and/or communitycorrections placement, that are recommended to thecourt for consideration and that a court may imposeas a disposition (sentence).

ArrestThe act of taking an adult into custody,based on probable cause, when a law enforcementofficer charges the adult with a criminal act or viola-tion of law. A juvenile is often said to be "taken intocustody" rather than arrested.

Bed; commitment bed An opening in a residentialcommitment program where a juvenile lives andsleeps at night. The term is also used to describe thenumber of residential openings in a detention center

(detention beds), nonsecure shelter, respite home,staff-secure shelter, or any other similar facility. AState accrediting agency determines the number ofbeds available in a facility based on a number offactors, including safety and risk, health and wel-fare, and treatment focus.

Boot campA residential treatment program thatincludes a rigorous program of physical training andexercise in a military-type setting. Other treatmentservices, including educational and vocational train-ing, substance abuse treatment, conflict resolution,communication skills, and anger management train-ing, may also be provided. Boot camp programsoften include counseling directed at replacing delin-quent responses with behavior in accord with ac-ceptable community and societal norms.

Case managerA person who works with a juve-nile to assess his or her needs, develops a plan ofservices, refers the juvenile for services, monitorsthose services and the youth, and counsels the youth.Delinquency case managers may combine the dutiesof intake and community control officers. Thesefunctions may be performed by public employees(probation or aftercare workers) or contracted toprivate organizations.

Case plan A written document, also referred to asa treatment plan, that includes the strategy for inter-vention based on an indepth risk and needs assess-ment. The plan specifies the services to be offered,the goals to be attained, and the responsibilities ofthe youth in complying with the plan.

Civil citation --A formal process that permits anarresting officer to offer a youth up to 50 hours ofcommunity service in lieu of referral to the juvenilejustice system.

91

ClassificationA legal determination made by acourt or agency official, based on statutory and agencyguidelines, that identifies the category of programinto which an offender is placed. Risk assessmentmay be used as a basis for recommending a classifi-cation level. The nature of the delinquent act andother factors, such as previous offense history, maybe considered.

CommitmentPlacement of a youth under thesupervision of the juvenile justice system. Commit-ment dispositions range from low-risk nonresidentialcommitment to maximum-risk residential commit-ment, which is similar to sending a convicted adult toa jail or prison.

Community arbitrationA process using neutralarbitrators or arbitration panels for speedy and in-formal disposition. It is used to divert youth casesfrom the formal juvenile justice system. Referral tocommunity arbitration may be made by the law en-forcement officer, case manager (at intake), parents,State's attorney, or the court.

Community correctionsA progressive approachto corrections that offers a full range of program-ming, including prerelease centers, halfway houses,residential drug and alcohol treatment facilities,restitution, and day reporting centers.

Community Oriented Policing Services(COPS)A DOJ-funded program that trains po-lice to work in the community on foot, on a bike, oron a motorcycle. Officers take the time to get toknow the members of the community, especially thechildren and youth, and are often involved inproblem-solving or prevention efforts. Every COPSprogram is different because every community isdifferent.

Comprehensive assessmentThe act of gatheringinformation to evaluate a juvenile offender's physi-cal, psychological, educational, vocational, and so-cial conditions and family environment to determinethe offender's need for services and recommendeddisposition.

Conflict resolutionA variety of actions that usecommunication skills and creative thinking to de-velop voluntary solutions that are acceptable to thoseinvolved in a dispute.

Continuum of careA comprehensive array ofjuvenile justice programs and services ranging fromthe least intrusive, serving youth at risk of delin-quency, to the most intrusive, serving maximum-riskyouth in secure residential settings.

Curfew. A local ordinance that requires, with spe-cific conditions and exceptions, a specific group ofpersons (usually juveniles under a certain age) torefrain from unsupervised activities or being in thestreets after a designated hour within the confines ofa selected area, city, or county.

Custody; taken into custody The state of being inthe care of a juvenile justice agency or official. It issimilar to being arrested in the adult criminal system.

Delinquency prevention programs Programs andservices designed to serve children at risk of enter-ing the juvenile justice system.

Delinquent actAny act committed by a juvenile(generally a person who is subject to juvenile courtjurisdiction) that would be a criminal violation of aFederal or State law or local ordinance if committedby an adult.

Delinquent juvenileA child who has been foundresponsible (equivalent to an adult's being foundguilty of a criminal offense) by a juvenile court judgefor having committed a delinquent act and has beenadjudicated delinquent.

Detention Confinement by the State or local au-thorities in a secure facility. The term is also used incircumstances where a youth is in home confinementwhile awaiting an adjudication hearing, disposition,or commitment placement. Also used as "time out"in domestic violence cases and for postadjudicatorypunishment.

Detention centerAny public or private residentialfacility that includes construction fixtures designedto physically restrict the movements and activities ofjuveniles or other individuals held in lawful custodyin such a facility. It is used for the temporary place-ment of any juvenile who is accused of having com-mitted an offense, of any nonoffender, or of anyindividual accused of having committed a criminaloffense.

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Detention hearing A judicial hearing, usually heldwithin 24 hours of a youth's being taken into cus-tody, at which the court determines whether there isprobable cause to believe that the youth has commit-ted a delinquent act, whether a valid court orderexists that requires the continued detention of theyouth, or whether there is a danger that the youthwill not show up for trial or will endanger himself orherself or others, pending an adjudicatory hearing.

Direct file The act of filing a petition by theState's attorney to try a youth in criminal (adult)court rather than in juvenile court.

Dispositional hearingA juvenile case hearing(analogous to a sentencing hearing in criminalcourt) at which the court receives a predispositionreport containing information and recommendationsto assist in determining the appropriate sanctions,hears from the defense lawyer, and makes a determi-nation for a community-based or other sanction suchas probation or commitment to the custody of theagency responsible for juvenile justice.

Diversion A process by which a juvenile is chan-neled out of police custody or the judicial compo-nent of the juvenile justice system and where theyouth may be required to complete a specified treat-ment plan designed to preclude further delinquentacts and meet his or her needs.

Electronic monitoring The use of electronic de-vices such as ankle bracelets and receivers to trackyouth placed in the community or in home detention.This method of supervision is generally for thoseyouth deemed to be of moderate to high risk, butwho the court believes do not require secure deten-tion (confinement to a residential facility). Electronicmonitoring also can be used for those youth awaitingplacement in a very restrictive program.

Home detention/house arrest Temporary custodyof a youth who meets detention criteria but does notrequire secure detention. Pending hearings, theyouth is returned to the custody of the parent orguardian in a physically nonrestrictive environmentunder the close daily supervision of juvenile justicesystem staff. The level of intensity varies and mayinclude electronic monitoring, curfew, and otherrestrictive requirements. This type of custody mayalso be used during preplacement supervision.

Homicide. The killing of one human being byanother. The killing may be legally classified asjustifiable.

Intake The initial process used for youth referredto the juvenile justice system. Intake involvesscreening each youth to determine the appropriate-ness of detention, release, or referral to a diversion-ary program or agency for unofficial or nonjudicialhandling; for medical, psychiatric, psychological,substance abuse, or educational problems; or forother conditions that may have caused the child tocome to the attention of law enforcement or intakeofficers. Intake also includes the initial screening ofa status offender or child in need of services (CINS)to determine which actions are in the best interestsof the child, the family, and the community.

Juvenile delinquency programAny program oractivity related to juvenile delinquency prevention,control, diversion, treatment, rehabilitation, plan-ning, education and training, and research, includingdrug and alcohol abuse programs, or to the improve-ment of the juvenile justice system.

Mediation A process by which a neutral party,called a mediator, encourages and facilitates theresolution of a dispute between two or more parties.The objective of this informal and nonadversarialprocess is to help the parties reach a mutually ac-ceptable and voluntary agreement. The mediator'sresponsibilities include, but are not limited to,assisting the parties in identifying issues, fosteringjoint problem solving, and exploring settlementalternatives.

Mentoring The act of voluntarily spending timewith a child on a regular basis by sharing his or herfree time in activities such as playing sports orgames, shopping, taking hikes, helping with home-work, and doing chores. Formal mentoring pro-grams may require the volunteer to have a Statepolice check prior to acting as a mentor.

Multidisciplinary assessment Evaluation of aclient, including a psychiatric review, a physicalexamination, and a social circumstances report,completed by experts from different fields.

Office of Juvenile Justice and Delinquency Pre-vention DOJ agency responsible for providing

9 3

national leadership, coordination, and resources toprevent and respond to juvenile offending and childvictimization.

Protective factorsAmong the categories of factorsthat help reduce the impact of risk factors in ayoung person's life are positive personal characteris-tics, positive adult relationships, and healthy beliefsor clear standards of conduct.

Risk factorsCertain problem behaviors or cir-cumstances in a child's life that put youth at risk forjuvenile delinquency. These situations or behaviorsinclude living where drugs and firearms are avail-able in the community, school failure, family con-flict, and friends who engage in problem behaviors.These risk factors fall within four categories or do-mains; community, family, school, and individual/peer.

Status offenses Noncriminal juvenile offenses thatare applied only to children and youth because oftheir status as minors. Offenses include being truant,running away from home, possessing alcohol orcigarettes, or violating curfew.

Truant --A young person who is absent from schoolwithout permission or authorization.

VenueThe geographic location where a court withjurisdiction may hear a case. For instance, delin-quency petitions may be filed in the city or countywhere the offense occurred instead of in the homecommunity of the youth.

VictimizationThe result of a planned or acciden-tal act that causes physical or psychological harm.

Violent crimeCrimes including murder, forciblerape, armed robbery, robbery, and aggravatedassault.

Appendix G: Employment and TrainingGlossary

Apprenticeship (registered)A relationship be-tween an employer and employee during which theworker, or apprentice, learns an occupation in astructured program jointly sponsored by employersand labor unions or employee associations. Regis-tered apprenticeship programs meet specific feder-ally approved standards designed to safeguard thewelfare of apprentices. The programs are registeredwith the U.S. Department of Labor (DOL) Bureauof Apprenticeship and Training (BAT) or one of 27State apprenticeship agencies or councils approvedby BAT.

Basic skills trainingInstruction, normally con-ducted in an institutional classroom or one-on-onetutorial setting, that is designed to upgrade basic skillsand prepare individuals for further training, transi-tion to postsecondary education, future employment,or retention in present employment. It may be pro-vided within the framework of competency in basicskills, including, but not limited to, reading, writing,mathematics, literacy training, speaking, listening,problem solving, thinking, reasoning, study skills,computer skills, and GED preparation.

Cooperative educationSituations in which stu-dents alternate or coordinate their high school orpostsecondary studies with jobs in fields related totheir academic or occupational objectives. Studentsand participating businesses develop written train-ing and evaluation plans to guide instruction, andstudents receive course credit for their classroom andwork experiences. Credit hours and intensity ofplacements vary with the course of study.

Employment and Training Administration DOLagency responsible for administering employmentand training programs for economically disadvan-taged, unemployed, and displaced workers.

Job rotationA worksite process in which studentsmove among a number of positions and tasks tolearn what skills and responsibilities are required tocreate a product or service, how their own effortsaffect the quality and efficiency of production andcustomer service, and how each part of the organiza-tion contributes to productivity.

Job search trainingA process that enhances thejob readiness of participants by teaching them job-seeking techniques and increasing their motivationand self-confidence. The training may consist of jobskills assessments, resume writing, job-finding clubs,job placement services, or other direct training orsupport activities.

Job shadowingA technique to allow a student toobserve an employee or several different employeesat a company location to learn about a particularoccupation or industry. Job shadowing can help stu-dents explore a range of career objectives and selecta career major during the latter part of high school.

Job Training Partnership Act (JTPA)A DOLprogram foryouth designed to improve employability;enhance educational, occupational, and citizenshipskills; encourage school completion; increase earn-ings; and assist with transitions from school to work.

Occupational skills trainingInstruction con-ducted in an institutional or worksite setting, but noton the job, that teaches entry-level skills or upgradesthe primary/technical and secondary/ancillary skillsrequired to perform a specific job or group of jobsin fields such as auto mechanics, health services, orclerical work. May include job-specific and custom-ized training, internships, and preapprenticeshippreparation.

On-the-job training (OJT) Training in the publicor private sector that is given to an individual whilehe or she is engaged in productive work. It is de-signed to provide the basic skills or upgrade theprimary/technical and secondary/ancillary skills thatare essential to full and adequate performance onthe job. Typically, a training plan is established bythe employee, the employer, and an external agency,if matching wages are being paid by that agency.

Private Industry Councils (PIC's) Entities estab-lished by local elected officials in each service deliv-ery area (SDA) to provide guidance and oversightfor job training programs. PIC's are key mechanismsfor bringing representatives from various segmentsof the private sector into the active management ofjob training programs. In some jurisdictions, PIC'soperate as local workforce development boards.

School-to-WorkA collaborative initiative betweenDOL and the U.S. Department of Education to helpyoung people acquire the knowledge, skills, abilities,and information about the labor market that theyneed to make an effective transition from high schoolto career-oriented work and/or further education.

Service Delivery AreasAdministrative districtsinto which the Nation is divided for JTPA purposesand designated by State Governors to receive Fed-eral job training funds.

Work experienceA short-term or part-time workactivity in the public or not-for-profit sector that pro-vides an individual with the opportunity to acquirethe skills and knowledge to perform a job, includingappropriate work habits and behaviors.

Workforce Development Boards/WorkforceInvestment Boards Entities designated by Statesto oversee workforce development initiatives withina specified SDA. They may serve as the administra-tive entities for JTPA, Welfare-to-Work, School-to-Work, One-Stop Centers, and Food StampEmployment and Training programs, or for a host ofother authorized workforce development programsfunded by Federal, State, local, and other sources.Under the new Workforce Investment Act (1998),'Workforce Development Boards are the designatedentities that oversee workforce development initia-tives for SDA's.

Youth ApprenticeshipA multiyear program thatcombines school- and work-based learning in a spe-cific occupational area or occupational cluster andthat is designed to lead directly into a related post-secondary program, entry-level job, or registeredapprenticeship program. Youth apprenticeships mayor may not include financial compensation.

Youth Fair ChanceA DOL-funded program de-signed to ensure access to education and trainingassistance for youth residing in high-poverty urbanand rural areas. The program provides a compre-hensive range of services to disadvantaged youthwho are not being served or who are underserved byFederal education and job training programs, en-ables communities with high concentrations ofpov-erty to improve the opportunities available to theiryouth, and facilitates the coordination of compre-hensive services to youth in such communities.

' Public Law 105-220, August 7, 1998. For more information,contact the U.S. Department of Labor, Employment and Train-ing Administration. For contact information, see appendix H.

96

Appendix H: Sources of Information

Alliance All Purpose38 Pleasant StreetStoneham, MA 02180781-438-6880

American Youth Policy Forum1836 Jefferson Street NWWashington, DC 20036202-775-9731E-mail: [email protected] site: www.aypf.org

Big Brothers Big Sisters of America230 North 13th StreetPhiladelphia, PA 19107215-567-7000

Caledonia Community Work CampRoute #3, Box 3ASt. Johnsbury, VT 05819802-748-6628

Center for Employment Training701 Vine StreetSan Jose, CA 95110408-294-7849

CRESPAR CodirectorHoward University2900 Van Ness Street NW.Washington, DC 20008202-806-8484

CRESPAR CodirectorThe Johns Hopkins UniversityCenter for Social Organization of Schools3505 North Charles StreetBaltimore, MD 21218410-516-8800

East Harlem Employment Service/STRIVE1820 Lexington AvenueNew York, NY 10029212-360-1100

Free Venture Program4241 Williamsborough DriveSacramento, CA 95823916-262-1505

Fresh StartLiving Classrooms FoundationLighthouse at Pier 5717 Eastern AvenueBaltimore, MD 21202410-685-0295

Gulf Coast Trades CenterFM 1375 WestP.O. Box 515New Waverly, TX 77358409-344-6677

Home Builders Institute1090 Vermont Avenue NW, Suite 600Washington, DC 20005800-795-7955

The Johns Hopkins UniversityInstitute for Policy StudiesWyman Park Building3400 North Charles Street, Fifth FloorBaltimore, MD 21218-2688410-516-7174410-516-8233 (fax)Web site: www.jhu.edu / ips /contact.html

97

Juvenile Justice ClearinghouseP.O. Box 6000Rockville, MD 20849-6000800-638-8736301-519-5212 (fax)E-mail: [email protected] site: www.ncjrs.org

KRA Corporation1010 Wayne Avenue, Suite 850Silver Spring, MD 20910301-495-1591301-495-2919 (fax)

Missouri Department of Youth ServicesP.O. Box 447Broadway State Office Building, Fifth Floor221 West High StreetJefferson City, MO 65102-0447573-751-3324

Montana Conservation Corps406-587-4475

National Academy FoundationCareer Academies235 Park Avenue South, Seventh FloorNew York, NY 10003212-420-8400

National Association of Service andConservation Corps

666 11th Street NW, Suite 1000Washington, DC 20001202-737-6272202-737-6277 (fax)E-mail: [email protected] site: www.nascc.org

National Crime Prevention Council1700 K Street NW, Second FloorWashington, DC 20006202-466-6272, Ext. 152

National Governors Association444 North Capitol Street NW.Washington, DC 20001-1512202-624-5300Web site: www.nga.org

National School-to-Work Opportunities Office400 Virginia Avenue SW, Suite 210Washington, DC 20024800-251-7236202-401-6211 (fax)Web site: www.stw.ed.gov

National Transition AllianceUniversity of Illinois113 Children's Research Center51 Gerty DriveChampaign, IL 61820217-333-2325E-mail: [email protected] site: www.dssc.org/nta

National Youth Employment Coalition1836 Jefferson Street NWWashington, DC 20036202-659-1064E-mail: [email protected]

Ohio Department of Youth Services614-466-8783Internet: www.state.oh.us/dys/RECLAIMOhio.html

Opportunities Industrial Centers of America, Inc.1415 Broad StreetPhiladelphia, PA 19122215-236-4500, Ext. 251

Project ProTechBoston Private Industry CouncilTwo Oliver Street, Seventh FloorBoston, MA 02109617-423-3755

Public/Private VenturesOne Commerce Square2005 Market Street, Suite 900Philadelphia, PA 19103215-557-4400

Project RIOTexas Workforce Commission101 East 15th Street, Room 208TAustin, TX 78778-0001800-453-8140512-463-0834

98

Sar Levitan Center for Social Policy StudiesInstitute for Policy StudiesThe Johns Hopkins UniversityWyman Park Building3400 North Charles Street, Fifth FloorBaltimore, MD 21218-2688410-516-7174E-mail: [email protected] site: www.jhu.edu/ips/

Thomas O'Farrell Youth Center7960 Henryton RoadP.O. Box 306Marriottsville, MD 21104-1103410-549-6330

U.S. Department of JusticeOffice of Justice ProgramsOffice of Juvenile Justice and Delinquency

Prevention810 Seventh Street NW.Washington, DC 20531202-307-5911Web site: www.ojjdp.ncjrs.org

U.S. Department of LaborEmployment and Training Administration200 Constitution Avenue NW.Washington, DC 20210202-219-5305202-219-8739 (fax)Web site: www.doleta.gov

Wisconsin Department of Public InstructionP.O. Box 7841Madison, WI 53707-7841608-266-3903

Work Appreciation for YouthThe Children's Village, Inc.Dobbs Ferry, NY 10522914-693-0600, Ext. 1596

Youth as ResourcesNational Crime Prevention Council1700 K Street NW, Suite 200Washington, DC 20006202-466-6272, Ext. 151

Youth Build USA366 Marsh StreetBelmont, MA 02178617-489-3400Web Site: www.youthbuild.org.

Index

1994 Crime Bill, 15-16Academic programs, 29-30,34-35Adjudication, 8, F-1Adjudicatory hearing, F-1Adult (criminal) court/justice system, 5,8Adult support in youth programs, 32-33Adult training, WIA and, 14African American youth, 4,20Aftercare, 10-11,27, FIAftercare programs, 40Age issues, 5-6,22

age-appropriateness of youth programs, 31in residential programs, 22"juvenile offender," 23"youthful offender," 5

Aggravating factors, F-1Alliance All Purpose, 36The Alliance House program, 36Alternative education programs, 43-44Alternative sanctions, F-1Appeal rights, 8Apprenticeship

Bureau of Apprenticeship Training, 14,17definition, 16-17Project CRAFT, 38Project Pro Tech, 35registered, G-1State apprenticeship councils, 17Youth Apprenticeship programs, 16-17, G-2

Arrest, F-1At-risk/high-risk youth. See also Court-involved youth;

Disadvantaged youthcategories, 3employment and training programs for, E-3job competition with court-involved youth, 21Youth Opportunity Movement and, 15

Balanced and Restorative Justice (BARD), 8,10Basic skills training, G-1Bed, defined, F-1Big Brothers Big Sisters of America, 28,32Boot camp, F-1Boys & Girls Clubs, 27Bureau of Apprenticeship Training (BAT), 14,17Caledonia Community Work Camp, 35California Youth Authority, 29,39Career Academies, 32-34. See also specific programs

Career Alternatives Resources Evaluation System(CARES), 47

"Career Prep" programs, 27Case manager, F-1Case plan, F-1Center for Employment and Training (CET), 26,34Child welfare cases, 3Children's Village, 31Civil citation, F-1Classification, F-2Commitment, F-2Commitment bed, defined, F-1Community advocates, 25Community arbitration, F-2Community corrections, 9-10, F-2Community Oriented Policing Services (COPS), F-2Community Restitution and Apprenticeship Focused

Training (Project CRAFT), 38Community service/restitution projects, 29,30,35Community understanding, strategies to improve, 52Community-based organizations (CBO's)

improving communication between systemstakeholders, 51-52

as intermediaries, 26-27systems collaboration, 45

Community-based services, 52-54Community-based support systems, 5,45-46Community-based work experiences, 36Competencies, SCANS, 20Compliance assurance, 9Comprehensive assessment, F-2Confidentiality issues, 21Conflict resolution, F-2Consent decree violation, 5Conservation corps. See Youth Service and

Conservation CorpsContingent workforce, 20Continuum of care, F-2Cooperative education, G-1CorpsLINK program, 48-49Court-involved youth

academic profile, 21,22barriers to participation in labor market, 22categories, 3challenges to, 1characteristics, 3,4

competition with other at-risk/high-risk youth, 21confidentiality issues, 21description, 3-6education system and, 42-44exemplary programs for, 35-40Job Corps and, 15-16labor market issues, 21-23mobility of, 21statistics, 3-5strategies for, 25-27

Cultural sensitivity, 4-5Curfew, 3, F-2Custody, taken into, F-2Day reporting centers, See Community correctionsDelinquency prevention programs, F-2Delinquent act, F -2, 3Delinquent behavior, 3Delinquent juvenile, F-2Detention, 8, F-2Detention center, F-2Detention hearing, F-3Direct file, F-3Disadvantaged youth

Job Corps, 15-16Quantum Opportunities Project, 29-30

Dislocated workers and trade, WIA and, 14Disposition plan, 9Disposition (sentence), 8Dispositional hearing, F-3Diversion, F-3Diversion services, 7Early intervention, 7,28. See a /so specific prtNranzs and servicesEarnings, 20-21Education. See aba School-to-careers programs;

School-to-Work programseducation level and employability, 21work-based learning, 25-26,32,33,34-35

Education systemalternative education, 43-44education programs in residential facilities, 43improving communication between system

stakeholders, 51-52safety issues and concerns, 43systems collaboration, 42-44

Electronic monitoring, F-3Employability, education level and, 21Employer/labor services, 14Employer liaisons, 14Employers. See a/o Labor markets

concerns and reluctance of, 22,23,52Federal Bonding Program and bonding

requirements, 26intermediaries and, 26-27involvement of, 25-26

Employment and training. See abo Skills development;Workforce development system; specific nwdeb, programs,and systems

glossary, G-1programs for at-risk youth, 40,51-55, E-3

Employment and Training Administration, G-1Employment trends. See Labor marketsEntrepreneurship, 36Family circumstances, 5Federal AmeriCorps, 48Federal Bonding Program (FBP), 26Federal School-to-Work (STW) Opportunities Act, 17-18Federal Youth Environmental Service (YES) initiative, 46Free Venture Program, 29,39Fresh Start, 33Full-time work, 20,21Geographic isolation of residential facilities, 22Glossaries

employment and training, G-1juvenile justice, F-1

Goals 2000: Educate America Act, 17Gulf Coast Trades Center (GCTC), 37Halfway houses. See Community correctionsHome Builders Institute (HBI), 38Home detention/house arrest, F-3Homicide, F-3Housing and Community Development Act of 1992,32Incarceration. See Residential facilities; Residential programsIndiana State Correctional System, 29Institutionally based vocational training programs, E-1Intake, 8, F-3Integrated facility-based and community-based models,

37,38-39Integrated Social Control (ISC), 10, 11Intensive Aftercare Program (IAP), 10,35-36Intermediaries, 26-27Job brokers, as intermediaries, 26-27Job Corps, 14,15-16Job Readiness/Work Experience Program (Jobs Program), 31Job rotation, GIJob search training, G-1Job shadowing, G-1Job Training Partnership Act (JTPA), 13,35, G-1Job training programs. See also specific programs

MDRC study, 26Jury option, 8Juvenile delinquency program, F-3Juvenile facilities. See Residential facilities; Residential

programsJuvenile justice system

adjudication, 8Balanced and Restorative Justice, 8community corrections, 9-10components, 7-11connecting to workforce development system, 13detention, 8disposition plan, 8,9diversion services, 7funding from, 35general considerations, 7glossary, F-1

improving communication between systemstakeholders, 51-52

intake function, 8Integrated Social Control, 11Intensive Aftercare Program, 10intermediaries and, 26-27knowledge of labor market, 21-22prevention/early intervention programs, 7probation, 9residential placement, 9residential programming, 9review hearings, 9summary. 11systems collaboration, 41-42,51-52waiver petitions, 8

"Juvenile offender," 23,52Labor liaisons, 14Labor Market Information System, 39-40Labor markets

barriers to participation by court-involved youth, 22basis for success in, 25contingent workforce, 20economy and, 19,20employer involvement and success in, 25-26improving communication between system

stakeholders, 51-52issues for court-involved youth, 21-23issues for youth, 20-21lack of good, available jobs, 21overview, 19State and local contacts, C-1summary, 23trends, 19-23, B-1

Living Classrooms Foundation, 33,40Manpower Demonstration Research Corporation (MDRC)

evaluation of Center for Employment and Training, 34study of Federal job training programs, 26

Mathematica Policy Research, 34Mediation, F-3Mentor Plus program, 28Mentoring, 28, F-3

employers as mentors, 25UAW/GM's Manufacturing Technology Partnership, 27

Missouri Department of Youth Services, 31,40Monitoring, electronic, F-3Monitoring status and progress, 9,27,31. See aLlo Aftercare

programsMontana

CorpsLINK program, 48-49Montana Conservation Corps, 48-49Montana Youth Alternative Program, 49

MTP. See United Auto Workers/General Motors ManufacturingTechnology Partnership

Multidisciplinary assessment, F-3National Alliance of Business, 52National Association of Home Builders, 38National Association of Service and Conservation Corps, 30

National Employer Leadership Council, 52Nonprofit groups, as intermediaries, 26-27Oakland County Youth Assistance Volunteer Program, 28Occupational skills training. G-1. See also Employment and

training; Vocational training programsOccupations. B-1, B-2Offender status, 5Office of Justice Programs, Preventing Crane: What Works, What

Doesn't, What, Promising, 41Office of Juvenile Justice and Delinquency Prevention, F-3Ohio, Reasoned and Equitable Community and Local

Alternatives to Incarceration of Minors (RECLAIM)Ohio, 47-48

One-Stop Centers, 14-15One-Stop/United States Employment Services (USES Job

Service), 14On-the-job training (OJT), 16-17, G-2Oregon

Labor Market Information System, 39-40STW initiatives, 18

Out-of-school programsYouth Service and Conservation Corps, 30

Parole officers. See Probation officersParole violation, 5Part-time work, 20Performance contracts, 23Placement decisions, 5Prerelease centers. See Community correctionsPreventing Crane: What Works, What Doesn't, What Promising, 41Prevention/early intervention programs, 7Private Industry Councils (PIC's), 17, G-2Probation, 5,9Probation officers, 9Probation order. See Disposition planPrograms for court-involved youth, E-1. See abo Employment

and training; specific program, by type and nameProject CRAFT. See Community Restitution and

Apprenticeship Focused TrainingProject ProTech, 35Protective factors, F-4Public education strategies to improve community

understanding, 52Public safety and risk factors

education system concerns, 43employer reluctance and, 22repeat offenders, 5residential programming and, 9,22-23

Public/Private Ventures (P/PV), 28Quantum Opportunities Project (QOP), 29-30Reasoned and Equitable Community and Local Alternatives to

Incarceration of Minors (RECLAIM) Ohio, 47-48Recidivist/recidivism, 5Re-integration of OffendersYouth (RIOY) project, 46-47Release from residential facilities, 10-11Repeat offenders, 5Residential drug and alcohol treatment facilities. See

Community corrections

Residential facilitiesage range challenges, 5,22description, 9education programs in, 43geographic isolation of, 22private sector participation in, 29release from, 10-11 (See also Aftercare)

Residential placement, 9Residential programs

community service activities, 29,30exemplary programs, 37-40funding, 35improving, 54-55programming issues, 9strategies for success, 37-40training and employment service issues related to, 22-23'

Restitution projects, 29,30,35, E-4. See also specific

projects by name

Restitution/vocational programs, E-4. See also Communityservice/community corrections

Right to appeal, 8Risk factors, F-4. See also At-risk/high-risk youthRole models, 25Running away from home, 3SCANS competencies. See U.S. Secretary of Labor's

Commission on Achieving Necessary Skills (SCANS)competencies

School reform movements, 17School-to-careers programs

Project ProTech, 35UAW/GM's Manufacturing Technology Partnership, 27

School-to-Work programs, 14,17-18,27, G-2Sentence. See Disposition (sentence)Service Delivery Areas, G-2Size of residential facilities, 9Skills development

academic and work-related skills programs, 29-30,34-35basic skills training, 13, G-1Center for Employment Training, 26,34changes in labor market and, 19-20occupational skills training, G-1SCANS competencies and, 20

Social services systemimproving communication between system

stakeholders, 51-52programs, 6systems collaboration, 44-45

Socialization issues and opportunities, 27Sources of information, H-IState apprenticeship councils (SAC's), 17State Employment Security Agencies, C-1State juvenile justice system, 41-42State Labor Market Information, 19State Occupational Information Coordinating Committees

(SOICC's), C-1, 19State workforce development system, 42Status offenses, F-4,3

STW. See Federal School-to-Work Opportunities Act;School-to-Work programs

Subsequent violations of the law, 5Summer Youth Employment and Training Program (SYETP),

48,49Summer youth programs, 14,27Support Training Results in Valuable Employment

(STRIVE), 31Systems collaboration

community-based support systems, 45-46description, 41education system, 42-44promising models, 46-49social services system, 44-45State juvenile justice system, 41-42State workforce development system, 42summary, 49

Taco Bell Foundation, 27Talent Development High School, 33-34,35Task Force on Employment and Training for Court-Involved

Youth, 1-2, A-1Teen Supreme, 27Texas

Career Alternatives Resources Evaluation System, 47Re-Integration of OffendersYouth (RIO-Y)

project, 46-47Thomas O'Farrell Youth Center, 36Truant/truancy, 3, F-4TWA, Free Venture Program and, 29Underage drinking, 3Unemployment insurance (UI), 14Unemployment rates, 20-21Ungovernability, 3United Auto Workers/General Motors Manufacturing

Technology Partnership (MTP), 27U.S. Department of Education, 17U.S. Department of Health and Human Services (HHS), 6U.S. Department of Housing and Urban Development

(HUD), 6U.S. Department of Justice (DOJ), 27U.S. Department of Labor (DOL)

apprenticeship definition, 16-17Bureau of Apprenticeship Training, 14,17Career Academies, 32-33Federal Bonding Program, 26Job Corps, 15-16Teen Supreme, 27

U.S. Secretary of Labor's Commission on Achieving NecessarySkills (SCANS) competencies, 20

Venue, F-4Victimization, F-4Violent crime, F-4Vocational training programs, E-1, E-4Wages and earnings, 20-21Waiver petitions, 8Welfare-to-Work, 14,27Wisconsin, School-to-Work initiatives, 18

Work Appreciation for Youth (WAY), 31Work-based learning, 25-26,32,33,34-35Work camp approach, 35Work experience, G-2Workforce Development Boards, G-2Workforce development system

connecting to juvenile justice system, 13improving communication between system

stakeholders, 51-52Job Corps, 15-16One-Stop Centers, 14-15School-to-Work programs, 17-18State, 42systems collaboration, 42Youth Apprenticeship programs, 16-17, G-2Youth Opportunity Movement, 15

Workforce Investment Act (WIA), 6adult formula funds, 14overview, 13-14State contacts, D-1youth formula funds, 14

Workforce Investment Boards, 14, G-2Workforce preparation programs. See also Workforce

development system; opecific progranage issues and, 5-6reasons for failure, 23

Workforce Security services, 14Workforce trends. See Labor markets

Year-round youth programs, 14YES initiative. See Federal Youth Environmental ServiceYouth Apprenticeship, 16-17, G-2Youth as Resources (YAR), 29Youth Councils, 14Youth Fair Chance, G-2Youth initiatives. See Youth programs; specific programs by type

and name

Youth Offender Demonstration grants, 15Youth Opportunities, 14Youth Opportunity Movement, 15Youth programs

academic and work-related skills programs, 29-30,34-35adult support in, 32-33age and development issues, 31age limits for services, 6bringing effective programs to scale, 55effective program implementation, 31-32exemplary programs for court-involved youth, 35-40fostering youth trust in, 32-33high-quality program characteristics, 28-29long-term monitoring and followup, 31positive peer relationships in, 33-34principles to improve, 27-35year-round and summer, 14

Youth Service and Conservation Corps, 30YouthBuild USA, 32"Youthful offender," 5

104

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Publications From OJJDPOJJDP produces a variety of publications-FactSheets, Bulletins, Summaries, Reports, and theJuvenile Justice journal-along with video-tapes, including broadcasts from the juvenilejustice telecommunications initiative. ThroughOJJDP's Juvenile Justice Clearinghouse (JJC),these publications and other resources are asclose as your phone, fax, computer, or mailbox.Phone:

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In addition, JJC, through the National CriminalJustice Reference Service (NCJRS), is the re-pository for tens of thousands of criminal andjuvenile justice publications and resourcesfrom around the world. They are abstractedand placed in a database, which is searchableonline (www.ncjrs.org/database.htm). You arealso welcome to submit materials to JJC forinclusion in the database.

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In addition, the OJJDP Fact Sheet Flier(LT000333) offers a complete list of OJJDPFact Sheets and is available online.

OJJDP also sponsors a teleconference initia-tive, and a flier (LT116) offers a complete list ofvideos available from these broadcasts.

Corrections and DetentionBeyond the Walls: Improving Conditions ofConfinement for Youth in Custody. 1998,NCJ 164727 (116 pp.).

Disproportionate Minority Confinement: 1997Update. 1998, NCJ 170606 (12 pp.).

Disproportionate Minority Confinement:Lessons Learned From Five States. 1998,NCJ 173420 (12 pp.).

Juvenile Arrests 1997. 1999, NCJ 173938(12 PP.).Reintegration, Supervised Release, and Inten-sive Aftercare. 1999, NCJ 175715 (24 pp.).

CourtsGuide for Implementing the Balanced and Re-storative Justice Model. 1998. NCJ 167887(112 pp.).

Innovative Approaches to Juvenile IndigentDefense. 1998, NCJ 171151 (8 pp.).

Juvenile Court Statistics 1996. 1999,NCJ 168963 (113 pp.).

Offenders in Juvenile Court, 1996. 1999,NCJ 175719 (12 pp.).

RESTTA National Directory of Restitutionand Community Service Programs. 1998,NCJ 166365 (500 pp.), $33.50.

Trying Juveniles as Adults in Criminal Court:An Analysis of State Transfer Provisions. 1998,NCJ 172836 (112 pp.).

Youth Courts: A National Movement Teleconfer-ence (Video).1998, NCJ 171149 (120 min.), $17.

Delinquency Prevention1998 Report to Congress: Juvenile MentoringProgram (JUMP). 1999, NCJ 173424 (65 pp.).

1998 Report to Congress: Title V IncentiveGrants for Local Delinquency Prevention Pro-grams. 1999, NCJ 176342 (58 pp.).

Combating Violence and Delinquency: TheNational Juvenile Justice Action Plan (Report).1996, NCJ 157106 (200 pp.).

Combating Violence and Delinquency: TheNational Juvenile Justice Action Plan(Summary). 1996, NCJ 157105 (36 pp.).

Effective Family Strengthening Interventions.1998, NCJ 171121 (16 pp.).

Juvenile Accountability Incentive Block GrantsStrategic Planning Guide. 1999, NCJ 172846(62 pp.).

Parents Anonymous: Strengthening America'sFamilies. 1999, NCJ 171120 (12 pp.).

Prenatal and Early Childhood Nurse HomeVisitation. 1998, NCJ 172875 (8 pp.).

Treatment Foster Care. 1999, NCJ 173421(12 pp.).

Gangs1996 National Youth Gang Survey. 1999,NCJ 173964 (96 pp.).

Gang Members on the Move. 1998,NCJ 171153 (12 pp.).

Youth Gangs: An Overview. 1998, NCJ 167249(20 pp.).

The Youth Gangs, Drugs, and Violence Con-nection, 1999, NCJ 171152 (12 pp.).

Youth Gangs in America Teleconference(Video). 1997, NCJ 164937 (120 min.), $17.

General Juvenile JusticeComprehensive Juvenile Justice in StateLegislatures Teleconference (Video). 1998,NCJ 169593 (120 min.), $17.

Guidelines for the Screening of Persons Work-ing With Children, the Elderly, and IndividualsWith Disabilities in Need of Support. 1998,NCJ 167248 (52 pp.).

Juvenile Justice, Volume VII, Number 1.2000,NCJ 178256 (40 pp.).

106

A Juvenile Justice System for the 21st Century1998, NCJ 169726 (8 pp.).

Juvenile Offenders and Victims: 1999 NationalReport. 1999, NCJ 178257 (232 pp.).

OJJDP Research: Making a Difference forJuveniles. 1999, NCJ 177602 (52 pp.).

Promising Strategies To Reduce Gun Violence.1999, NCJ 173950 (253 pp.).

Sharing Information: A Guide to the FamilyEducational Rights and Privacy Act andParticipation in Juvenile Justice Programs.1997, NCJ 163705 (52 pp.).

Missing and Exploited ChildrenPortable Guides to Investigating Child Abuse(13-title series).

Protecting Children Online Teleconference(Video). 1998, NCJ 170023 (120 min.), $17.

When Your Child Is Missing: A Family SurvivalGuide. 1998, NCJ 170022 (96 pp.).

Substance AbuseThe Coach's Playbook Against Drugs. 1998,NCJ 173393 (20 pp.).

Drug Identification and Testing in the JuvenileJustice System. 1998, NCJ 167889 (92 pp.).

Preparing for the Drug Free Years. 1999,NCJ 173408 (12 pp.).

Violence and VictimizationCombating Fear and Restoring Safety inSchools. 1998, NCJ 167888 (16 pp.).

Guide for Implementing the ComprehensiveStrategy for Serious, Violent, and ChronicJuvenile Offenders. 1995, NCJ 153681(255 pp.).

Report to Congress on Juvenile ViolenceResearch. 1999, NCJ 176976 (44 pp.)

Serious and Violent Juvenile Offenders. 1998,NCJ 170027 (8 pp.).

Serious and Violent Juvenile Offenders: RiskFactors and Successful Interventions Teleconfer-ence (Video). 1998, NCJ 171286 (120 min.), $17.

State Legislative Responses to Violent JuvenileCrime: 1996-97 Update. 1998, NCJ 172835(16 pp.).

White House Conference on School Safety:Causes and Prevention of Youth ViolenceTeleconference (Video). 1998, NCJ 173399(240 min.), $17.

Youth in ActionCommunity Cleanup. 1999, NCJ 171690 (6 pp.).

Cross-Age Teaching. 1999, NCJ 171688 (8 pp.).

Make a Friend-Be a Peer Mentor 1999,NW 171691 (8 pp.).

Plan A Special Event! 1999, NW 171689(8 PP.).

Planning a Successful Crime PreventionProject. 1998, NW 170024 (28 pp.).

Stand Up and Start a School Crime Watch!1998, NCJ 171123 (8 pp.)

Two Generations-Partners in Prevention.1999, NW 171687 (8 pp.).

Wipe Out Vandalism and Graffiti. 1998,NW 171122 (8 pp.).

Youth Preventing Drug Abuse. 1998,NW 171124 (8 pp.).

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