Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students

Abstract

Over the past 10-15 years, the epidemiological research literature on juvenile delinquency has suggested that there is an over-representation of males and Hispanics within the juvenile justice system, and a disproportionate number of youths having an IDEA disability, including emotional disability, learning disability, and mental retardation. In addition, juvenile delinquents tend to perform lower academically than their peers, come from low socioeconomic status backgrounds, drop out of school more often, and frequently come into contact with law enforcement agencies. Moreover, low academic achievement, male gender, and drop out contribute to the increased chances that adolescents will become involved in delinquent activities. Characteristics of juvenile delinquents also tend to be stable over time and resistant to most types of intervention.The purpose of the present study was to examine whether there were significantly greater percentages of school drop out in adjudicated versus non-adjudicated delinquent high school youths with and without an IDEA disability diagnosis. Significant differences between standardized test scores of those adjudicated and non-adjudicated youths who dropped out versus remained in school were also examined. Other variables studied in conjunction with these included gender, minority, and free/reduced lunch status.Chi-Square Tests of Independence revealed a significant association between adjudication and drop out, regardless of disability, gender, minority, or free/reduced lunch status. Chi-Square results also showed a significant association between adjudication and disability, but for non-drop out delinquent youths only. Drop out and disability was found to be significantly associated for males only.Univariate Analyses of Variance revealed significant differences in AIMS Reading standard scores between delinquents who had, versus had not, been identified as having a disability. Significant differences in reading scores were also found between those identified, versus not identified as SLD. Furthermore, an interaction effect between disability and minority status was present. Similar differences were found with respect to AIMS Math scores. Limitations and implications of findings as well as future research directions were discussed.