Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Abstract

The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained juvenile delinquents aged 10-18. A multiple regression analysis of archival records of students in a short-term juvenile detention center was conducted. Findings showed three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). There was a discussion and recommendations for policies and research. The results support the need to consider noncognitive factors and the consideration of communication skills in the education of juvenile delinquents.

Implementing Response to Intervention (RtI) in a Juvenile Detention Center Using Action Research

“…The initial program included a checklist to ensure fidelity. There were directions and initial meetings to plan curriculum and instruction around reading and math interventions because most students lacked proficient reading skills (Coker, 2021). Inventories plus a qualitative analysis of student work suggested RtI curriculum and instruction for students.…”

“…No studies were identified which examined short-term juvenile detention centers; the research on long-term juvenile detention centers was often not applicable. Coker (2021) found reading comprehension, prosociality, and high social self-esteem predicted academic achievement in short-term juvenile detention centers.…”

Action Research in a Juvenile Detention School: New Processes, Paradigms, and Possibilities

“…Findings of the Pathways to Desistance Project suggested positive experiences in schools in juvenile detention centers, especially relationships, outweigh grades in predicting future school achievement and employment (Jäggi & Kliewer, 2020). Coker (2020) found prosociality and social self-esteem predicted academic achievement for first-time-detained juvenile delinquents over other noncognitive factors. Social attachment matters, and how teachers and students developed roles and formed relationships in juvenile detention center schools are poorly understood.…”

“…During the implementation of the RAD protocol, the results of my dissertation (Coker, 2020) directly impacted the operations of the school. To translate the results, two substantive values drove the change: helpability and coachability.…”

Risk Ratios and Special Education: The Cure Is Worse than the Disability

“…Yet, one does not hold such beliefs in other fields about prevalence being equal in all settings. Juvenile detention centers long have reported histories of overrepresentation in special education (Coker, 2019). Outside of special education, males are systematically imprisoned at greater rates.…”