Mason Burley, Mina Halpern - November 2001

Over 12,000 school-age children in Washington State lived in foster care sometime during the past 12 months because of abuse, neglect, abandonment, or family conflict.  While the health and safety of these children are of primary concern, the educational attainment of foster children will also greatly impact their ability to succeed as adults.  This study finds that at both the elementary and secondary levels, the educational attainment of foster students in Washington falls significantly behind other students.  Furthermore, foster students are likely to experience additional risk factors related to poor school outcomes.  As directed by the Legislature, this study also suggests alternatives for sharing information about the educational experiences of foster students.

For an updated analysis on the educational attainment of foster youth using the Washington Assessment of Student Learning (WASL), see this March 2008 report.

Robert Barnoski - October 2001

The 1999 Washington State Legislature directed the Office of the Superintendent of Public Instruction (OSPI) to address disruptive behavior by students. Using a $2 million appropriation, OSPI implemented the Foundations for Learning: Safe and Civil Schools Project to promote a positive instructional approach to school discipline by building collaborative school teams though a training process. Schools had to apply for project participation through Safe and Drug Free Schools Program. The project, funded for two years, included 123 schools: 19 high schools, 26 middle schools, and 78 elementary schools.

The Washington State Institute for Public Policy was asked by OSPI to evaluate the Foundations Project. The preliminary evaluation is encouraging since the teacher surveys show some positive improvements after the first year of the planned three-year implementation effort. News from the research community is also encouraging. Researchers are having success in finding programs shown to change school environments and student behaviors. Schools can be more confident in implementing a research-based school-wide initiative to develop effective discipline practices and school norms, and then adding programs within that environment to target specific behaviors, such as bullying, or programs that focus on specific at-risk student groups.

Barbara McLain, Madeleine Thompson - September 2001

This report, presented to the Legislature in September 2001, relies on analysis of a statewide survey of public high schools and visits to eight case study schools.  The following questions are addressed in the final report:

1) Are High Schools Increasing the Rigor of What Students Learn?
2) Are High Schools Making Learning More Relevant for Students? 
3) Are High Schools Providing Learning Options for 11th and 12th Grades? 

Barbara McLain, Madeleine Thompson - September 2001

The Institute selected eight high schools as case studies to examine state education reform:  Pasco, Moses Lake, Sunnyside, Nathan Hale (Seattle), Sequim, Nooksack Valley, Mark Morris (Longview), and Lake Roosevelt (Grand Coulee Dam).  This report presents summaries of interviews with principals, teachers, students, and parents from the case study schools conducted during the 2000-2001 school year. 

Robert Barnoski - July 2001

In 1997, the Washington State Legislature funded intensive parole for youth under the supervision of the state’s Juvenile Rehabilitation Administration (JRA). This legislation targets 25 percent of the JRA population at the highest risk for re-offending. The goals of the intensive parole program include maintaining public protection in both the short-term and long-term; assuring individual accountability; and providing treatment and support services. JRA's method for achieving these goals is through an overarching case management system intended to help high-risk delinquents make the transition from secure confinement to community supervision.

What value does the Intensive Parole Supervision Assessment (IPSA) have for JRA? How does the IPSA relate to JRA’s two additional risk instruments: the Initial Security Classification assessment and the Community Risk Assessment? How should we use the IPSA to measure progress on parole? How does the IPSA change between the initial assessment and the final assessment at the end of intensive parole?

Steve Lerch, Jim Mayfield - June 2001

This study examines the impact of Post-employment services provided by the Washington State WorkFirst program. Post-employment services are intended to help employed WorkFirst clients stay employed and find better paying jobs. The analysis shows that clients who receive Post-employment services have higher rates of employment, earn more, and work more hours than similar clients who did not receive those services. The study also evaluates the impact of more intensive Post-employment services provided in the Spokane area and examines the costs associated with supporting employed clients.

Lucy Berliner, David Fine - June 2001

The 2000 Legislature directed the Washington State Institute for Public Policy (Institute) to compare placement decisions and funding methodologies for residential care services for children in long-term foster care and to examine the best practices in other states (EHB 2487).  This report finds that initial placement decisions that correspond to the level of difficulties faced by a foster child and ongoing supports appropriate to the needs of the foster family are two steps that may improve the continuity of foster care placements and lead to positive outcomes for youth in foster care.

Steve Aos, Polly Phipps, Robert Barnoski, Roxanne Lieb - May 2001

This report describes the Institute's latest analysis of the costs and benefits of crime prevention and intervention programs. It contains a summary of the findings as well as a detailed technical discussion of the model used to estimate costs and benefits.

Robert Barnoski, Steve Aos - March 2001

For a one-year period, the 1997 Legislature eliminated Juvenile Rehabilitation Administration (JRA) parole for all but sex offenders and the highest-risk offenders leaving JRA institutions. Subsequently, the 1999 Legislature reinstated parole for all offenders leaving those institutions. In order to determine whether parole services influenced subsequent criminal conduct, the Legislature directed the Washington State Institute for Public Policy (Institute) to compare outcomes of youth with and without parole. The Institute compared the recidivism rates of those juveniles released without parole in fiscal year 1999 to a similar group released with parole during the previous year.

Robert Barnoski - March 2001

In 1997, the Washington State Legislature funded intensive parole for youth under the supervision of the state’s Juvenile Rehabilitation Administration (JRA). This legislation targets 25 percent of the JRA population at the highest risk for re-offending. The goals of the intensive parole program include maintaining public protection in both the short-term and long-term; assuring individual accountability; and providing treatment and support services. JRA's method for achieving these goals is through an overarching case management system intended to help high-risk delinquents make the transition from secure confinement to community supervision.

This briefing paper looks at intensive parole program youth and answers the following questions about parole revocations: How are intensive parole youth being contacted while residing in a JRA facility? How are the intensive parole residential phase contact standards being met?