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

• Published in: American journal of orthopsychiatry 2022, Vol.92 (4), p.418-428
• Main Authors: Hunter, Ally, Griller Clark, Heather, Mason-Williams, Loretta, Gagnon, Joseph Calvin
• Format: Article
• Language: English
• Subjects: Adolescent; Career Development; Career Readiness; Careers; Colleges; Curricula; Curriculum; Facilities; Female; Human; Humans; Imprisonment; Incarceration; Intervention; Juvenile Justice; Literacy; Literature reviews; Male; Prisoners; School Readiness; Teaching; Universities; Youth
• ISSN: 0002-9432; 1939-0025; 1939-0025
• DOI: 10.1037/ort0000623

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. Research that adheres to quality indicators, is described with replicable precision, and is representative of females is needed. Public Policy Relevance Statement Little scientific research exists on curriculum and instruction in juvenile justice education. This systematic review documents the lack of rigorous, peer-reviewed research on which to build sound policy in the education of incarcerated youth and highlights the need to develop an evidence base to determine what works for youth, especially those with learning and other educational disabilities.