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Journal Article 1:

Citation: Tobin, T., & Sprague, J. (2000). Alternative education strategies: Reducing violence in school and the community. Journal of Emotional and Behavioral Disorder, 8(3), 177–186.

Abstract: Alternative education programs are expanding in the United States due to zero-tolerance policies, changes in the Individuals with Disabilities Education Act, increases in youth violence and school failure, and knowledge of the developmental trajectories leading to antisocial behavior. At the same time, there is little research evidence of the efficacy of these programs due to great diversity in approaches, populations served, and locations of the programs. In this article we provide a review of teaching strategies expected to be effective in alternative education programs for students who are at risk for school failure, dropout, delinquency, and violence. We discuss the need for alternative educational programs for students in both special and general education, describe research-based and recommended alternative education strategies, and offer suggestions for program development.

Journal Article 2:

Citation: Jordan, K. L., & Myers, D. L. (2008). Juvenile transfer and deterrence: Reexamining the effectiveness of a “get-tough” policy. Crime & Delinquency, 57(2), 247–270.

Abstract: Although research has examined the effectiveness of juvenile transfer on recidivism, there has been a lack of research done in assessing how well juvenile waiver to adult court meets the criteria necessary for deterrence to occur (i.e., certainty, severity, and swiftness of punishment). The purpose of this study is to assess how well juvenile transfer meets these criteria, using data on 345 youths legislatively waived to adult court in Pennsylvania. The findings indicate that there is greater punishment severity in adult court, but there is no difference in punishment certainty between the two court systems. In addition, court processing occurred more quickly in juvenile court. In other words, only one element of deterrence theory is achieved with juvenile transfer. Implications for subsequent research and policy are discussed.