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The majority of youths involved with the juvenile justice system struggle to make academic progress. This article reviews the characteristics of youths in these settings and highlights evidence-based instructional practices that are effective with struggling students, as well as practices that have been documented as successful in secure facilities. Implications regarding how these practices may be taught to facility teachers and security officers are presented, and suggestions for measuring the effects of such practices are offered.
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Mathur et al. (2010) studied this question.
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