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dc.contributor.authorLollar, Jonathan ( )
dc.contributor.authorBernal, Cesar ( )
dc.date.accessioned2020-02-10T21:33:22Z
dc.date.available2020-02-10T21:33:22Z
dc.date.issued2020-02
dc.identifier.citationLollar, J., & Bernal, C. (2020). Discussing the place of corequisites in juvenile correctional education and GED success. Journal of College Academic Support Programs, 2(2), pp. 59-60.en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/9312
dc.description.abstractDiscussions surrounding incarcerated juveniles, education programs, and recidivism are difficult to find. In fact, gathering data is incredibly difficult in juvenile facilities because of high turnover rates and difficult of obtaining permission to conduct studies in juvenile facilities (Calderone, Bennett, Homan, Dedrick, & Chatfield, 2009; Shippen, Morton, Flynt, Houchins, & Smitherman, 2012). A study by David, Bozick, Steele, Saunders, and Miles found that participating in a GED or equivalent program reduced recidivism rates by 30% (2013). Assuming there is a relationship between juvenile recidivism rates and education programs, an important question remains. What types of education work best, and why? We believe a corequisite model paired with a philosophy course may be an important piece to this question.en_US
dc.formatText
dc.format.extent2 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherThe Education Institute, Texas State Universityen_US
dc.sourceJournal of College Academic Support Programs, Fall 2019/Winter 2020. San Marcos: The Education Institute, Texas State University (U.S.), Vol. 2, Issue 2.
dc.source.urihttps://journals.tdl.org/jcasp/index.php/jcasp
dc.subjectEducationen_US
dc.subjectCorequisitesen_US
dc.subjectJuvenile correction educationen_US
dc.subjectGEDen_US
dc.titleDiscussing the Place of Corequisites in Juvenile Correctional Education and GED Successen_US
txstate.documenttypeArticle


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