Exploring Moderating Effects of Arrest on High School Graduation: The Role of Disposition Type

• In Event: Delinquency, Schools, and the Juvenile Justice System

Abstract

The relationship between juvenile justice system involvement and high school dropout has been widely documented. Namely, youth who experience arrest and/or further justice system contact are significantly more likely to drop out of high school than youth who do not experience juvenile justice system involvement. While this relationship has been widely documented, largely missing from the literature is an exploration of the mechanisms that explain this relationship. Specifically, what occurs after the initial arrest that results in youth dropping out of school? Prior research and theory suggest that youths’ school performance, attachment to school, and school exclusionary policies may explain this relationship. Further, the type of disposition youth receive may differentially affect these educational outcomes. Using a unique longitudinal dataset that connects youths’ juvenile justice records with their public-school records, this study will empirically assess this moderating relationship. Specifically, this study will examine whether the effects of youths’ school performance, attachment to school, and school discipline on high school graduation are moderated by the type of disposition youth received. Findings from this study will help to inform policy and practice to reduce the negative effects of arrest on educational attainment and, ultimately, improve outcomes for justice-involved youth.

Author

• Kaylee Noorman, Florida State University