School-based probation is a program partnership between juvenile probation departments and local schools that places probation officers directly within the confines of the school. The program targets students who have been charged with delinquent offenses and/or are under the supervision of the court. The benefit of school-based probation is that it increases the contact between the officers and the youths. Under a traditional probation model, an officer may contact the youth only once or twice a month. But with the probation offices directly in the schools, officers can provide almost daily informal contact as well as much more frequent formal meetings during, before and after school hours. Being located in the school also permits officers to check attendance, discipline records, and other information about probationers on a daily basis, as well as to check with teachers about academic progress. Consequently, officers develop more substantial personal relationships with youths, resulting in improved communication and understanding (Safe and Responsive Schools Project, 2002). School-based probation officers can also: 1) intervene in crisis situations involving juvenile probation clients; 2) assist schools in handling disruptive behavior by probationers or other youth; 3) coordinate interventions with the schools and other agencies; 4) coordinate reentry efforts for youth returning from a juvenile justice facility; and 5) serve as an agent of early intervention for disruptive or truant youth who are not yet involved in the juvenile justice system. (Stephens and Arnette, 2000).

Although school-based probation is still a relatively new concept and no comprehensive evaluation has been completed, preliminary evidence suggests that it has a favorable impact on school attendance, day-to-day school conduct and recidivism (Clouser, 1995; Metzger, 1997; Griffin, 1999). There is also some evidence that school-based probation demonstrates improved academic performance (Clouser, 1995) and is cost-effective (Metzger, 1997). In a comparison of 75 randomly selected school-based probation clients with 75 regular probation clients matched on age, race, gender, crime, and county of supervision, Metzger (1997) fround that school-based probation clients spent significantly more time in the community without being charged with new offenses or placed in custody and less likely to be charged with serious crimes. Metzger also found several other important benefits—including closer overall supervision, better school attendance, fewer instances of serious recidivism, fewer placements, and far fewer placement days—resulting in an estimated cost savings of $6,665 for every case assigned to school-based probation.

Recently, Torbett and colleagues (2001) surveyed probation officers, probation chiefs/supervisors, and school administrators in Pennsylvania. All three groups reported high levels of satisfaction with the school-based probation program, including the services the program provides, the effect the program has on the school climate, and the communication that the program facilitates between the schools and the juvenile courts. Moreover, more than 90 percent of the probation officers)—and 79 percent of the school administrators—believed the program is effective in reducing recidivism among probationers. While not definitive, these results suggest that school-based probation should be considered a promising alternative in a graduated sanctions system.

References

Search for School-Based Probation Programs