Predicting the Academic Functioning of Youth Involved in Residential Care

Autor/inn/en	Griffith, Annette K.; Trout, Alexandra L.; Epstein, Michael H.; Garbin, Calvin P.; Pick, Robert; Wright, Tanya
Titel	Predicting the Academic Functioning of Youth Involved in Residential Care
Quelle	In: Journal of At-Risk Issues, 15 (2010) 2, S.27-34 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Youth; Residential Care; Academic Achievement; Low Achievement; Predictor Variables; Nebraska; Child Behavior Checklist; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Schulleistung; Unterdurchschnittliche Leistung; Prädiktor
Abstract	Youth involved in residential care programs present with significant difficulties across behavioral and mental health domains. Although this is a group that is also at considerable risk for academic failure, very little research has been done to understand the academic functioning of this population. The current study sought to expand what is known about this population and examine factors that are predictive of their levels of academic functioning. Results from 208 youth indicated that at the time of entry into residential care youth were performing in low average ranges across academic areas. While several variables were identified as predictors for level of academic functioning (e.g., IQ, age at admission, race/ethnicity, special education identification, and gender), variables particularly relevant for youth in residential care programs (e.g., behavior, number of previous schools attended) did not serve as predictors. Implications for practice and future research are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10