Academic Characteristics of Incarcerated Youth and Correctional Educational Programs

By Regina M. Foley. 2001

206 citations recorded by the source corpus.

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Organizing and Delivering Empirically Based Literacy Instruction to Incarcerated Youth (2005, background): “The majority of detained and committed youth have moderate to severe academic skill deficits (Foley, 2001), although some perform at or above grade level.”
Detained and Committed Youth: Examining Differences in Achievement, Mental Health Needs, and Special Education Status (2008, background): “For example, we found severe deficiencies in academic achievement, consistent with the findings of Brunner (1993) and Foley (2001).”
Life on the “Outs”—Examination of the Facility-to-Community Transition of Incarcerated Youth (2002, background): “A recent review of 20 publications on the academic characteristics of incarcerated youth (Foley, 2001) indicates that while a range of abilities is apparent among the population, most perform between the fifth- and ninthgrade levels academically and those with more significant academic deficits are…”
Developmental dyslexia: emotional impact and consequences (2018, background): “Direct instructions and tutoring have been shown to be effective correctional education approaches in incarcerated youth populations (Foley, 2001), demonstrating that these techniques extend to the criminal justice setting.”