Date of Conferral

3-19-2026

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Gregory Campbell

Abstract

Educational policies at the federal, state, and juvenile levels shape the academic transfer and reintegration processes for youth returning from confinement to public schools in the United States. Despite the passage of the Every Student Succeeds Act of 2015, the literature indicates that policies at the federal, state, and programmatic levels were not fully aligned. Each required education to be provided to juveniles while incarcerated, but each did not show how this education was transferred afterward or if this was a requirement at each level. The purpose of this general qualitative study was to conduct a comparative policy analysis of the language within ESSA and corresponding policies enacted by the Maryland State Department of Education and its Juvenile Services Education Program to determine how policy alignment influences school transfer procedures for youth reentering public schools through the lens of the advocacy coalition framework. Key findings were that fragmented governance, inconsistent credit transfer provisions, and weak interagency coordination hinder equitable educational reintegration and undermines college and career readiness outcomes for justice-involved youth. This study potentially contributes to positive social change by advancing equitable educational access, reducing systemic barriers to reintegration, and fostering inclusive communities that support the academic success and long-term stability of youth returning from confinement.

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