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dc.contributor.authorGoldkind, Lauri
dc.date.accessioned2018-07-12T17:34:54Z
dc.date.available2018-07-12T17:34:54Z
dc.date.issued2008
dc.identifier.citationSource: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 1156.;Advisors: Richard Caputo.
dc.identifier.urihttps://yulib002.mc.yu.edu/login?url=http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3304582
dc.identifier.urihttps://hdl.handle.net/20.500.12202/963
dc.description.abstractThis study examined the impact of a transitional school program, Community Preparatory High School (CPHS), on the academic and justice related outcomes of youth returning to their communities following their release from juvenile justice detention facilities. This was a posttest only non-equivalent control group quasi-experimental design utilizing a comparison group rather than a control group (Rubin & Babbie, 2004). Access to secondary data was granted by the Center for Alternative Sentencing and Employment, Inc (CASES). The data was analyzed with bi-variate and multivariate regression analyses. The study questions and hypotheses were not found to be significant. The following NASW Code of Ethics' were relevant to the research: social justice and the prevention and alleviation of oppression at all levels.
dc.publisherProQuest Dissertations & Theses
dc.subjectSocial work.
dc.subjectCriminology.
dc.subjectSchool counseling.
dc.titleEducational options of adjudicated youth: An exploration of the benefits of a transitional school setting
dc.typeDissertation


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