While facility-wide positive behavioral supports and interventions (FW-PBIS) has begun to be implemented within secure juvenile care settings, in a 24/7 model, there is a need to gather the perspectives of agency-stakeholders to better understand the feasibility and sustainability of FW-PBIS within these settings. To date, only two studies have…

Provides a discussion of findings from a nationwide survey of transition programs operated by state youth correction agencies for juvenile offenders. Discusses characteristics of these programs and the qualifications of staff. (JOW)

Examines the interpretation and implementation of the policies affecting the Juvenile Justice Alternative Education Programs in Texas. Provides recommendations for consideration by the legislature, local school districts, and county juvenile agencies. (Author/JOW)

Responses from 45 of 50 state correctional education directors indicated that, following the ban on Pell Grants for inmates, 25 states still offered college programs, with funding from state and federal agencies, corporations, foundations, universities, and inmates. States most likely to have college programs had higher total population and higher…

Chronicles the history of prison education in Florida. Identifies issues surrounding correctional education in Florida and the evolution of education in a prison setting. (Author/JOW)

Analysis of records of 168 female offenders in New Hampshire prisons shows (1) recidivism is not significant; (2) many have serious academic and employment skill deficiencies; and (3) short sentences necessitate fast-paced and intensive academic and vocational programs. (SK)

Continues the history of prison education in Florida by reviewing legislative and bureaucratic changes in the 1970s and 1980s, enrollment and funding fluctuations, and transfer of authority for correctional education from the state's department of education to the department of corrections. (JOW)

DACUM (Developing a Curriculum) job analyses were conducted for Kentucky state children's agency staff, both day treatment and residential teachers and administrators. Data were used to develop inservice programs, and the resulting job profiles were disseminated to local educational agencies providing services to state agency children. (SK)