Hirschfield, P. (2009). Another Way Out: The Impact of Juvenile Arrests on High School Dropout. Sociology Of Education,82(4), 368-393. Retrieved from Academic Search Complete database.

1. Running head: JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND RECIDIVISM 1
Research Question: Is there a difference in recidivism rates of urban students in southeastern
United States leaving the juvenile justice system who receive transition or community-based
interventions versus those not receiving interventions?
LaKeisha Weber
Xavier University of Louisiana
In partial fulfillment of the requirements for EDCG 5010 Research Methods
Sr. Alicia Costa, S.S.F., Professor
February 17, 2014

2. JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND RECIDIVISM 2
Hirschfield, P. (2009). Another Way Out: The Impact of Juvenile Arrests on High School
Dropout. Sociology Of Education,82(4), 368-393. Retrieved from Academic Search
Complete database.
Critique
Schools across the nation often face similar concerns, one being preventing or curbing
high school dropout rates. Due to the rising rate of African American dropouts, an endless
amount of research has been conducted to identify risk factors and interventions to decrease the
occurrence of this issue. The researcher in this study sought to determine whether there is a
relationship between juvenile arrests and dropout rates. Also, does juvenile arrest have a direct
effect on dropout rates, or are juvenile offenders most likely individuals with preexisting learning
difficulties.
The participants were chosen from minority dominated neighborhoods in Chicago. It was
critical that the student sample consist of individuals with no prior arrest record. Using the results
from the Comer’s School Development Program (CSDP), conducted prior to the participant’s
entry into high school, a mixed-gender sample of 4,909 juveniles was identified. The students
were to enter the 9th grade, a critical grade level when discussion dropping out. Of the 4,909
students, 402 students were arrested and charged during their 9th grade (year 1) or 10th grade
(year 2) years. This would become the sample group.
The sample group was monitored from 9th-10th grade for any criminal activity or drop
outs. Using a multilevel logistic regression analyses, the participant’s arrests were compared to
the following factors; (a) mid-dropout (dropping out in the 10th grade), (b) final dropout (failure
to complete high school after 10th grade), and (c) individuals who did not drop out but had
similar risk factors.

3. JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND RECIDIVISM 3
The results from the study revealed that many risk factors contribute to high dropout
rates, including arrests and excessive absences. This suggests that increasing the amount of time
a student is present in the learning environment decreases the chances of deserting school. The
researcher did provide charts and tables to indicate his findings, but he did not offer an
interpretation of the results. He was not clear on the methods used or how this information can be
used for the benefits of the students. This article was lengthy, but it did not provide information
essential to my research assignment.

4. JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND RECIDIVISM 4
References
Hjalmarsson, Randi. 2008. Criminal justice involvement and high school completion. Journal of
Urban Economics, 63, 613–30.
Keith, Jill Marie, and Audrey Davis Mccray. 2002. Juvenile offenders with special needs:
Critical issues and bleak outcomes. Qualitative Studies in Education, 15, 691–710.
Sweeten, Gary. 2006. “Who will graduate? Disruption of high school education by arrest and
court involvement.” Justice Quarterly, 23, 462–480.