Abstract
Analyzed in this study was the extent to which differences were present in reading and mathematics achievement as a function of Juvenile Justice Alternative Education Program placements for Texas Grades 6, 7, and 8 boys. Inferential statistical procedures, used on data obtained from the Texas Education Agency Public Education Information Management System, yielded statistically significant differences in the academic achievement of White, Hispanic, and Black boys as a function of being placed in a Juvenile Justice Alternative Education Program. White, Hispanic, and Black boys who were assigned to a Juvenile Justice Alternative Education Program placement had statistically significantly lower reading and mathematics performance than their peers who were not assigned to a Juvenile Justice Alternative Education Program placement. Implications, suggestions, and recommendations for policy and practice are provided.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call