Juvenile Structured Day and Alternative Learning Programs: Impact and Process Study
Introduction
At-risk and troubled students have been described as
discouraged learners. These youth do not succeed in
the standard high school program for a variety of
reasons — typically poor attendance, habitual truancy,
falling behind academically, teenage parenthood, and/
or a lack of adequate school support. Realizing the
economic impact of the high school dropout problem,
many states, communities, and school districts
established separate educational situations for at-risk
and troubled students including Alternative Learning
Programs (ALPs) and Juvenile Stmcture Day Programs
(JSDPs). ALPs and JSDPs serve the broad spectrum of
at-risk and troubled students, including suspended and
expelled students, those at risk of dropping out, and
those already processed through the juvenile justice
system.
ALPs are programs that are designed to offer a variety
of different learning possibilities to students who have
not been successful in the traditional classroom setting,
and JSDPs are designed to offer programs to expelled
and suspended youth and who are sanctioned by the
courts. There are 2 1 5 ALPs and approximately 24 JSDPs
in North Carolina to date. While the number of these
programs has grown nationwide, little is known about
their impacts.
The University of North Carolina’s Center for Urban &
Regional Studies conducted an eighteen-month study
of eleven JSDPs and ALPs for the Governor’s Crime
Commission. The Commission sponsored this study
to learn more about the impact of JSDPs/ALPs on at-
risk youth, their families, and communities, and to better
understand the institutional and programmatic
characteristics of these programs. In order to examine
the processes and outcomes associated with JSDPs/
ALPs, the research team reviewed existing
documentation on selected ALPs/JSDPs, and
conducted primary data collection to evaluate the
impact of JSDPs, in particular, upon youth participants.
The study results show that J SDPs can be effective,
community-based interventions that redirect youth
away from further contact with the juvenile justice
system and toward productive citizenship. This
article provides an initial look into the effective
practices that these programs have engaged, the
actual outcomes that have been achieved, and policy
recommendations for consideration.
Effective Practices
The following practices, which are being implemented
in North Carolina Juvenile Structure Day Programs,
have been found to be effective in helping youth
achieve positive outcomes in the areas of school,
family, and staying out of further contact with the
juvenile justice system.
Behavior Management
• Behavior management, job one! In many
programs youth were provided clear
expectations about behavioral guidelines,
developed individual plans for meeting
these expectations, and received ongoing
support through constructive feedback.
• A high level of supervision helps to prevent
behavioral problems both in and out of the
program and is partially responsible for the
low overall recidivism rate.
• Certified NC Juvenile Services Officers
directly supervising juveniles at all times,
including arrival, departure, lunch and
restroom breaks.
• Individualize behavioral management with
a set of rewards and motivators that are
tailored to the specific youngster.
