Risk and Protective Factors for Educational Achievement among Serious Offending Girls

Autor/inn/en	Oudekerk, Barbara A.; Chauhan, Preeti; Reppucci, N. Dickon
Titel	Risk and Protective Factors for Educational Achievement among Serious Offending Girls
Quelle	In: Journal of Research on Adolescence, 22 (2012) 2, S.333-349 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2011.00771.x
Schlagwörter	Educational Development; Neighborhoods; Educational Objectives; Outcomes of Education; Academic Achievement; Achievement Tests; Risk; Females; Longitudinal Studies; Crime; Correlation; Adolescents; Special Education; Educational Needs; Low Achievement; Educational Attainment; Intelligence Quotient; Predictor Variables; High School Equivalency Programs; Early Intervention + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Neighbourhoods; Nachbarschaft; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Risiko; Weibliches Geschlecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Crimes; Delict; Delicts; Delikt; Korrelation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special needs education; Sonderpädagogik; Sonderschulwesen; Educational need; Bildungsbedarf; Unterdurchschnittliche Leistung; Bildungsabschluss; Bildungsgut; Intelligenzquotient; Prädiktor
Abstract	Using longitudinal data, this analysis: (1) documented educational outcomes for serious offending girls, and (2) identified risk and protective factors associated with academic achievement in mid-adolescence and degree attainment by early adulthood. In mid-adolescence, girls performed nearly one standard deviation below the population mean on academic achievement tests. Low IQ and special education needs were strong correlates of poor academic achievement, but living in a highly educated neighborhood was associated with higher academic achievement scores. By early adulthood, 62.7% of girls had received a General Educational Development (GED) or high school degree, and mid-adolescent academic achievement was the strongest predictor of degree attainment. Results suggest a need for early academic intervention targeting individual and neighborhood factors among offending girls. (Contains 5 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10