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Reading and Math Outcomes for Incarcerated Youth with Emotional and Behavioral Disorders

Helping youths acquire educational skills is one of the most effective approaches to the prevention of delinquency and reduction of recidivism. Access to a high-quality education is particularly important for the growing number of youth committed to juvenile corrections, especially for those who have been diagnosed with a disability. Research has shown a tremendous gap about the academic outcomes of incarcerated juveniles with emotional disabilities. Thus, the focus of this study was to examine the academic outcomes in reading and math for youth with emotional/behavioral disorders (E/BD) released from Texas Youth Commission (TYC) programs between September 2003 and September 2004. The study examined if the rate of academic growth in reading and math as indicated by pre- and post-test scores on the Test of Adult Basic Education (TABE), are different for youth with E/B as compared to youth with other disabilities and youth without disabilities who were adjudicated in TYC programs.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc4759
Date05 1900
CreatorsMonfore, Dorotha Rombuck
ContributorsBullock, Lyndal M., Fritsch, Eric J., Combes, Bertina H., Fritsch, Ronald E.
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
FormatText
RightsPublic, Copyright, Monfore, Dorotha Rombuck, Copyright is held by the author, unless otherwise noted. All rights reserved.

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