Curriculum, Instruction, and Promoting College and Career Readiness for Incarcerated Youth: A Literature Review

Ally Hunter, Heather Griller Clark, Loretta Mason-Williams, Joseph Calvin Gagnon

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Access to high-quality curriculum and instruction is essential for all youth incarcerated in juvenile corrections facilities. In a landmark 2014 collaboration between the U.S. Departments of Education and Justice Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings were established. Principle independent variable (IV) identified the importance of access to rigorous and relevant curricula and evidence-based instruction that promotes college and career-readiness. To explore research progress since publication of the Guiding Principles, a systematic review of research was conducted. The review identified eight peer-reviewed studies relevant to curriculum and instruction published since 2014. Employing a variety of research designs, the studies focused on literacy (n = 5) and instruction (n = 3). Quality indicators, based on modified forms of Mulcahy et al. (2016) single case design, Gersten et al. (2005) group design, and Miles et al. (2019) qualitative standards, were used to evaluate the studies. Results revealed a lack of replicable information pertinent to participants and intervention, as well as a lack of fidelity. Of grave concern is that only four of the participants included across all studies were female.

Original languageEnglish (US)
Pages (from-to)418-428
Number of pages11
JournalAmerican Journal of Orthopsychiatry
Volume92
Issue number4
DOIs
StatePublished - 2022
Externally publishedYes

Keywords

  • Curriculum
  • Incarcerated youth
  • Instruction
  • Juvenile justice
  • Systematic literature review

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Psychology (miscellaneous)
  • Psychiatry and Mental health

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