By providing more time for children to be in school, the program takes away dangerous time that students will be on the streets making negative alliances. Additionally, by increasing home-school interactions and providing greater access to teachers, the program may offset some of the negative conditions caused by single parent homes. Because studies have suggested that juvenile alliances and socioeconomic status, as well as other social conditions, are some of the causes for juvenile delinquency, addressing those causes has become an important method to avoiding juvenile offenders, victims, and witnesses of violent crimes. With schools being a major part of children's lives during childhood and adolescence, teachers and administrators, with programs like KIPP, must take on the burden of preventing or counterbalancing these social conditions that lead to juvenile delinquency. Although the process of doing so may seem difficult to teachers who have been educated primarily in instructing and only slightly in psychology or strategic planning, resources exist to help teachers, administrators, and entire school systems fight the causes of juveniles' involvement with crime. Some of these examples include consultants who can help teachers learn to reach their diverse student populations academically (Doubek and Cooper). Once academics are achieved, students can realize their social potentials as well. Other programs like KIPP encourage extended periods of time in positive environments as well as parental involvement, a longstanding problem in many urban districts that is beginning to be rectified, according to some studies (Ross, McDonald, and Alberg; Abdul and Farmer). Inspired by the encouraging results...

Because the U.S. Department of Justice suggests that one out of four juvenile offenders will also become adult offenders at the ages of 18 and 19, teachers and administrators should quickly realize the importance of their role in preventing both juvenile and adult crime.
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Boehnke, Klaus and Bergs-Winkles, Dagmar. "Juvenile Delinquency Under the Conditions of Rapid Social Change." Sociological Forum. 17.1 (2002): 57-79.

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Doubek, Brandon and Cooper, Erik J. "Closing the gap through professional development: Implications for reading research." (NEED to PROVIDE REST of CITATION. WAS NOT PROVIDED to RESEARCHER.)

Hemer, Karen. "Socioeconomic Status, Subcultural Definitions, and Violent

Delinquency." Social Forces. 75.3 (799-833).

Ross, Steven M., McDonald, Aaron J., and Albery, Marty. "Achievement and Climate

Outcomes for the Knowledge is Power Program." (NEED to PROVIDE REST

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Skybo, Theresa. "Witnessing Violence: Biospsychosocial Impact on Children." Pediatric

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Winter, Leslie. Lecture. May 2008.

U.S. Department of Justice. "Bureau of Justice Statistics." Victim Characteristics. 2005.

July 5, 2008. http://www.ojp.usdoj.gov/bjs/cvict_v.htm#age.

U.S. Department of Justice. "Juvenile Offenders and Vicitims: 2006 National Report."

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