Pennsylvania Academic Career/Technical Training Alliance Initiative

151 Pages·2017·1.11 MB·English

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Dissertations, Theses, and Capstone Projects CUNY Graduate Center
2-2015
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Marna Goodman
Graduate Center, City University of New York
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THE PENNSYLVANIA ACADEMIC CAREER/TECHNICAL TRAINING ALLIANCE
INITIATIVE: ENGAGING YOUTH IN SCHOOL AND WORK

by

MARNA GOODMAN

A Dissertation submitted to the Graduate Faculty in Criminal Justice in partial fulfillment of the
requirements for the Degree of Doctor of Philosophy, The City University of New York

2015
© 2015
MARNA GOODMAN
All Rights Reserved

ii
This manuscript has been read and accepted for the
Graduate Faculty in Criminal Justice in satisfaction of the
dissertation requirement for the degree of Doctor of Philosophy

Jeff Mellow
______________________ _____________________________________
Date Chair of Examining Committee

Deborah Koetzle

_______________________ _______________________________________
Date Executive Officer

Mark Fondacaro

Hung-En Sung
Supervisory Committee

THE CITY UNIVERSITY OF NEW YORK
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Abstract
THE PENNSYLVANIA ACADEMIC CAREER/TECHNICAL TRAINING ALLIANCE
INITIATIVE: ENGAGING YOUTH IN SCHOOL AND WORK
by
Marna Goodman
Adviser: Professor Jeff Mellow
This research offers a feasibility study on the effectiveness of the Pennsylvania Academic
Career Technical Training Alliance (PACTT) at engaging youth in school and work upon return
to the community. The sample included adjudicated youth from Allegheny County,
Pennsylvania committed to PACTT-affiliated residential facilities and who discharged between
July1, 2011 and June 31, 2012. An overview of the PACTT Initiative, with specific attention to
its core elements, is presented and examined in the context of Ecological Systems Theory.
Secondary data was analyzed using logistic regression to measure the overall impact of the five
PACTT elements, dosage of PACTT elements, and the influence of a youth’s personal
characteristics on engagement in school and/or work upon discharge. Although the results
revealed statistically non-significant relationships among four of the PACTT elements and the
outcome variables, statistically significant positive relationships were identified between the
following sets of variables: (a) obtaining a HSD/GED during placement (one of the PACTT
elements) and (b) age at discharge(one of the personal characteristics) and engagement in work
post-discharge. Additionally, a statistical trend showing a positive relationship between length
of stay and school engagement was identified. Taken together, this feasibility study shows a
limited relationship between the PACTT program and the youth outcomes the program is
designed to impact. However, the study does offer a first step towards a more robust evaluation
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of PACTT and provides an evaluative framework for future researchers interested in examining
the effectiveness of PACTT.

v
Acknowledgements
To the memory of my mom for her unconditional love and unwavering belief in me, and to my
dad, who having taken this and many other journeys before me, has helped to clear my path.
I would like to thank my dissertation committee of Mark Fondacaro, Hung-En Sung, and
particularly my chair, Jeff Mellow whose patience and commitment were instrumental in seeing
me through this process. I must next acknowledge Candace Putter, the founder and initial
executive director of PACTT, for her vision of PACTT, the countless ways she has improved the
opportunities for youth in Pennsylvania’s juvenile justice system, and for tireless commitment
against system inertia. I am honored to have her as a mentor and a friend. I must also recognize
Dave and Sue, my PACTT colleagues, for their work in brining PACTT to fruition. I want to
thank Allegheny Juvenile Probation, especially Russ Carlino, who allowed me to use their data
and offered the assistance of David Evrard, to whom I owe a debt of gratitude for building a
database and compiling the data for this research. He remains the only individual in
Pennsylvania on who the data for this dissertation depended. I must acknowledge Aaron R. for
his role in helping me to navigate this process, thank you is not enough.
To Andrea, who has been there since the first class, and to Megan, I am pleased to have you as
my “John Jay” friends and thank you for sharing this experience with me and keeping me
connected along the way. To the many friends, especially Gabi, Boo, Kim, Carolyn, and Nidhal,
and family, especially my siblings Paige, Jared, and Michael, grandma Bonnie and aunts and
uncles, who have traveled this journey with me, your patience, understanding, and unending
support has been a constant and welcome companion. Lastly, to Mike for seeing me through the
final chapter of this journey and being part of the start of many yet to come.
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Table of Contents
Abstract .................................................................................................................................... iv
Acknowledgements ................................................................................................................... vi
List of Tables ............................................................................................................................ ix
Introduction ................................................................................................................................1
Purpose of the Study & Research Questions ............................................................................3
Overview of Chapters ..............................................................................................................3
Literature Review ........................................................................................................................5
Ecological Systems Theory ......................................................................................................7
Figure 1: Brofenbrenner’s Ecological Theory of Development ................................................9
MacroSystem......................................................................................................................... 13
MicroSystem ......................................................................................................................... 35
Mesosystem and Exosystem .................................................................................................. 41
Exploratory Questions and Hypotheses .................................................................................. 49
PACTT ..................................................................................................................................... 51
Description of the Pennsylvania Academic Career Technical Training Alliance Initiative ...... 51
The Evolution of PACTT and Pennsylvania’s Juvenile Justice System .................................. 51
The Inception of PACTT ....................................................................................................... 59
PACTT: Past, Present, Future ................................................................................................ 61
Methodology ............................................................................................................................. 70
Participant Characteristics ..................................................................................................... 70
Sampling Procedure ............................................................................................................... 71
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Measures ............................................................................................................................... 74
Procedures ............................................................................................................................. 75
Variables ............................................................................................................................... 77
Research Questions and Hypotheses ...................................................................................... 80
Results ...................................................................................................................................... 83
Question 1: Influence of PACTT components on employment and school engagement .......... 83
Question 2: Influence of PACTT dosage on employment and school engagement .................. 86
Question 3: Influence of personal characteristics on employment and school engagement ..... 89
Discussion ................................................................................................................................. 92
Review of Results .................................................................................................................. 92
Interpretations ....................................................................................................................... 94
Limitations and Recommendations ...................................................................................... 106
Conclusion .......................................................................................................................... 111
Appendix A............................................................................................................................. 113
Appendix B ............................................................................................................................. 116
Appendix C ............................................................................................................................. 119
References .............................................................................................................................. 121

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List of Tables
Table 1: Logistic regression predicting engagement in work six months post
discharge with PACTT components…………………………………………83
Table 2: Logistic regression predicting engagement in school six months
post-discharge wit PACTT components……………………………………..85
Table 3: Logistic regression predicting engagement in work six months
post-discharge with PACTT dosage (four components)…………………….86
Table 4: Logistic regression predicting engagement in work six months
post-discharge with dosage (five components)……………………………...87
Table 5 – Logistic regression predicting engagement in school six months
post-discharge with dosage (four components)……………………………..88
Table 6 – Logistic regression predicting engagement in school six months
post-discharge with dosage (five components)……………………………...89
Table 7 –Logistic regression predicting engagement in work six months
post-discharge with personal characteristics…………………………….…..90
Table 8 – Logistic regression predicting engagement in school six months
post-discharge with personal characteristics…………………………………91

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