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North CcordLim QdmimL JtBtim Aelysis
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Gbanr's Criire Cfcranissicn
Juumile Structured Day Programs far Suspended and Expelled Ycuth: A Statewide. Assessment
Irtrcxirfcicn
San after his inauguration, Governor Ehsley charged
the
Шлэтэг
's Grime Gamrissicn (G32) to address the
issue cf podding continuing edratkn far students
who are either sugnaded cr espelled from the state' s
public school iystams. Kkfckrally, sudr
ргдгатз
are
referred to as aLtsrative schools cr alterative learning
programs (ALfte) . These sdxxis cr programs offer
edxaticn and training fcr a plethora cf differed: stu¬
dents who, fcr reasons su±l as prior drcprut, suspan-
si.cn, expulsi.cn, pregnancy, substance
акивэ
paxHams,
learning disabilities, cr ether reasons, cb ret perform
vail, or are ret accepted into the traditional mainstream
acadaric classroom siting.
The CbmissLcn acogdred Governor Ehsley' s challangs
and eagsrly solicited grant proposals from state and
local agaxies. Given the fecferal limitations cn hew
grant funds, which are administered fcy the Crime Ctm-
rrissicn can be awarded, these grants focused specif 1-
cally cn these students who are either suspended or
spelled, or have had prior, or current, irvdlverBnt with
the juvenile justice system. Juvenile structured cfey
programs
(СБОР)
best match the intent of the
йшгог
's
chatgs and the me restrictive Ftdsral funding reepire-
rrarts. In 2001 the Ctrtrrissicn rearrrmanded funding
for 21 esoipiary
ЛЗё
across the state with a total
feferalaLkrGaticncf $5.6 million.
This S^stsrfitats issue wrill presair the findirgs from a
study which
зсифЬ
to evaluate the process cf cpsrat-
irg and maintaining a juvenile structured cfey program
as well as to assess the impact that these
рахдгшв
have cn their participants. Fiscal analyses will also be
discussed in oxter to e$fl icate the retitirndnip> between
the cost s associated with these
рахгдгшв
relative to
their perceived impact and benefits.
North Carolina's Juvenile Structured Bay Pro¬
grams
Che ^eci.fic type cf alternative learning program is
the juvenile structured cfey paxgram (JEEP) . Struc¬
tured cfey
рахдгшв
are designed to eff er programs to
swelled and suspended ycuth and are often, rarxr-
ticrad by the courts. These
рахдгшв
are part cf a
comrity corrections and juvenile rdrabi.l itative ef¬
fort. Ptnile structure! day
рахдгшв
offer academic
and life drills to the students, mrhlite ether altema-
tive learning
рахдгшв,
they eff er rrary none services
to the stuMts and their families as well.
In acxaxfence with Noth Qaxolira feeaL Statute §7B-
2506 (16) , the State Department cf Juvenile Justice and
Delinquency Preveiticn defines structured cfey pao-
дгшв
as noa-reskfential
рахдгшв
that provide inter¬
vention, and prevention. services to juvenile in a
deadly supavisad, safeemremeh. The tarcM popu¬
lation cf these
рахдгапв
are juveniles that are adjudi¬
cated cMirquertr or undi.sci.pl irad, intake diverted or
at-risk. A structured dey paxgram is made up cf nary
components and serves ycuth in a community based
sdrtimg. These
рахдгапв
dnculd be hkjrQy structured
and paxeviefe accountability for the students.
Structured day
рахдгапв
paxrvide ycuth with a varidy
cf different epperturities for pemnal growth, as well
as provide academic training. Apian cf care that air¬
lines the services that druid he provided to the stu¬
dent is ere cf the first components cf the program.
This dneufld eMail the reporsi fai 1 ities cf each
регвеп
irvdved with providing the devices to the stuMnt.
The
рЗап
cf care should also include grals for the
ycuth, which are developed jointly with the ycuth and
their families, and a timeline for ootpldnkn cf these
goals. Gomunity involvement, acunsel.irg, educa-
fcknal enrichment services and family participation are
important components cf a structured chy paxogram.
