This meta-analysis examined the effects of juvenile delinquency interventions on academic outcomes.
After retrieving over 250 reports, 15 reports met inclusion criteria and provided 134 effect sizes (92 unadjusted and 42 adjusted) based on 20 separate samples in a variety of settings, including school, community, and juvenile justice settings. Heterogeneity of the samples, generally weak research designs, and the absence of control conditions in many recovered reports was a limitation in the existing research.
Overall, there were limited positive effects of juvenile delinquency interventions on academic outcomes. The lack of theory-driven or empirically supported academic interventions was notable. Studies with the weakest designs produced the largest effects on academic achievement, and school attendance outcomes were enhanced only for older adolescents.
The implications of findings for future research and policy are discussed.
(PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract).
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