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Incarceration, education and transition from delinquency

Author

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  • Blomberg, Thomas G.
  • Bales, William D.
  • Mann, Karen
  • Piquero, Alex R.
  • Berk, Richard A.

Abstract

Purpose Much of what is known regarding the transition away from crime is limited to young adulthood and specific life events and samples of non-serious offenders comprised mainly of white males.Methods The current study assesses the potential links between educational achievement, post-release schooling, and re-arrest for a cohort of 4,147 incarcerated youths drawn from 115 Florida juvenile institutions and followed for two years post-release.Results Incarcerated youths with higher levels of educational achievement are more likely to return to school after release, and those youths who returned to and attended school regularly were less likely to be rearrested within 12 and 24Â months. Moreover, among youths who were rearrested, those youth who attended school regularly following release were arrested for significantly less serious offenses compared to youths who did not attend school or attended less regularly.Conclusions The study concludes with discussion of the importance of educational achievement as an important turning point for juvenile offenders as they transition into young adulthood.

Suggested Citation

  • Blomberg, Thomas G. & Bales, William D. & Mann, Karen & Piquero, Alex R. & Berk, Richard A., 2011. "Incarceration, education and transition from delinquency," Journal of Criminal Justice, Elsevier, vol. 39(4), pages 355-365, July.
    • Handle: RePEc:eee:jcjust:v:39:y:2011:i:4:p:355-365
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    References listed on IDEAS

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    1. Guido W. Imbens, 2004. "Nonparametric Estimation of Average Treatment Effects Under Exogeneity: A Review," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 4-29, February.
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    1. Vaughn, Michael G. & DeLisi, Matt & Beaver, Kevin M. & Perron, Brian E. & Abdon, Arnelyn, 2012. "Toward a criminal justice epidemiology: Behavioral and physical health of probationers and parolees in the United States," Journal of Criminal Justice, Elsevier, vol. 40(3), pages 165-173.
    2. Zimmerman, Gregory M. & Rees, Carter, 2014. "Do school disciplinary policies have positive social impacts? Examining the attenuating effects of school policies on the relationship between personal and peer delinquency," Journal of Criminal Justice, Elsevier, vol. 42(1), pages 54-65.
    3. DeLisi, Matt & Neppl, Tricia K. & Lohman, Brenda J. & Vaughn, Michael G. & Shook, Jeffrey J., 2013. "Early starters: Which type of criminal onset matters most for delinquent careers?," Journal of Criminal Justice, Elsevier, vol. 41(1), pages 12-17.
    4. Case, Stephen & Hazel, Neal, 2020. "Child first, offender second – A progressive model for education in custody," International Journal of Educational Development, Elsevier, vol. 77(C).
    5. Kubek, Julia Behen & Tindall-Biggins, Carly & Reed, Kelsie & Carr, Lauren E. & Fenning, Pamela A., 2020. "A systematic literature review of school reentry practices among youth impacted by juvenile justice," Children and Youth Services Review, Elsevier, vol. 110(C).
    6. Zhang, Jing & Slesnick, Natasha, 2020. "Academic performance and delinquent and aggressive behaviors among children with substance using mothers," Children and Youth Services Review, Elsevier, vol. 109(C).
    7. Mathys, Cécile, 2017. "Effective components of interventions in juvenile justice facilities: How to take care of delinquent youths?," Children and Youth Services Review, Elsevier, vol. 73(C), pages 319-327.

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