Violent behaviors are the leading cause of death among juvenile African American males (U.S. Department of Health and Human Services, 2001). Rates of violence for this population constitute a public health crisis. A common characteristic among this population is lack of education. Studies show that 89% of those in prison for violent crimes did not complete high school, therefore, researchers note that one protective factor against this antisocial pathway is education (Sampson, 1993).

States recognize the value and importance of education for juvenile offenders. This is evident in their mandates to provide schooling during detention. However, little is known about continued education among juveniles released from detention. The literature is sparse regarding the school pathway following community reentry. Therefore, given its importance, there is a need to know what factors influence school enrollment within the juvenile ex-offender population that reenters school. This is also relevant because the same factors will likely assist in predicting those who are redetained or go on to enter the adult prison system.

The purpose of this study was to provide an assessment of individual and school characteristics among a sample of African American juvenile ex-offenders who had reentered public schools from detention. Individual characteristics included age, length of detention, number of school transfers, free lunch status, grade delay, and special education status. School characteristics included type of school and accreditation status. The current study is based on secondary data collected from existing school records, utilized a cross-sectional research design and logistic regression statistics produced the findings. The dependent variable was school enrollment status among juvenile ex-offenders measured one-year post school reentry. A sub-sample of, those not enrolled in school was used to predict juvenile-offenders who were most likely to be re-detained.

Among the student and school characteristics, the findings indicated that juvenile ex-offenders were more likely to be enrolled if they were in special education, attended a non-accredited school, and were eligible for free lunch. Among those who were not enrolled, students were more likely to be redetained if they had attended a regular versus alternative school.

Implications for the findings are that students enrolled in more supportive and/or monitored environments have more successful school outcomes. This study may assist school officials in determining appropriate support services and interventions targeting juvenile ex-offenders who reenter schools.