PROBLEM
I n a recent study'?) the use of a, contingency program and individualized programmed instruction for academic achievement for youngsters in a correctional setting was described. Reliable academic gains of from .5 to 1.5 grade levels within an average of 4.0 to 4.4 months were reported. These gains, however, did not correlate with time in school. Several interpretations were considered, including a relearning effect, fluctuations in motivation, and changes in program or students over time.
The focus of this study is the lack of relationship between academic gains and days in school, and a direct test of the relearning interpretation. METHOD Subjects. 15 youngsters, 14 males and 1 female, aged 1418, who participated in the school program during at least part of the 1971-72 academic year returned during the 1972-73 academic year. All were legally committed to the Hawaii Youth Correctional Facility.
The Peabody Individual Achievement Test (PI AT) was administered to each student upon entering the school program and again at the end of the academic year. Students who had left the school before the end of the academic year were retested a t the time of their departure. The number of students completing each subtest for both years varied from 12 to 15.