A Researcher–Practitioner Agenda for Studying and Supporting Youth Reentering School After Involvement in the Juvenile Justice System. (April 2020)

• Record Type: Journal Article
• Authors: Snodgrass Rangel, Virginia; Hein, Sascha; Rotramel, Charles; Marquez, Bea
• Is Part Of: Educational researcher. Volume 49:Number 3(2020)
• Page Start: 212
• Page End: 219
• Publication Date: 2020-04
• Subjects: at-risk students -- descriptive analysis -- educational policy -- equity -- social context; Education -- Periodicals; Education -- United States -- Periodicals; Education -- Research -- Periodicals; Education -- Research -- Methodology -- Periodicals; 370.72
• DOI: 10.3102/0013189X20909822
• Languages: English
• ISSNs: 0013-189X

Abstract

Across the United States, the rapid spread of "zero-tolerance" policies has generated a pipeline of youth from schools into prisons. Once youth reenter their community and home school, they often struggle to reintegrate. There is relatively little research about school reentry for juvenile justice–involved youth, and yet these students are at risk of low academic achievement, dropping out of school, and recidivism. We propose a conceptual framework for understanding the school reentry process, and then we use that framework to review existing research and suggests areas for future research. We discuss the areas where we found some research and those where we found little to no research. We suggest areas for future research and collaboration with practitioners.