The purpose of this case study was to better understand the reasons behind the apparent continued success of a blended learning educational model in place since 2012 in the Illinois Department of Juvenile Justice (IDJJ). Using a mixed methods approach, data were gathered and analyzed from a variety of records, reports, and other documentation that included: diplomas awarded, courses taken, course completion, enrollment trends, student mobility rates, GED testing information, and special education student enrollment and performance. Data were also gathered through classroom observations and individual and group interviews with the IDJJ district superintendent, principals, and teachers at six different IDJJ facilities. Findings were that implementation of a blended delivery model in the IDJJ sites corresponded with significantly increased traditional diploma and GED graduation rates, as well as perceptions of teachers and administrators of their increased efficacy, satisfaction, and ability to meet the unique needs of incarcerated youth. These findings are particularly important given the correlation between educational achievement and recidivism. Findings also indicated great promise for using blended learning to address the challenges related to transience, special education needs, and a student’s history of school difficulties and failure that pose potential roadblocks for so many incarcerated youth. It was concluded that the success of the IDJJ Blended Learning Model is due to a uniquely designed student-centric approach to learning that is characterized by four personal practices: perceptions, pathways, partnerships, and progress. Recommendations flow from these findings.
","abstract_html":"<p>The purpose of this case study was to better understand the reasons behind the apparent continued success of a blended learning educational model in place since 2012 in the Illinois Department of Juvenile Justice (IDJJ). Using a mixed methods approach, data were gathered and analyzed from a variety of records, reports, and other documentation that included: diplomas awarded, courses taken, course completion, enrollment trends, student mobility rates, GED testing information, and special education student enrollment and performance. Data were also gathered through classroom observations and individual and group interviews with the IDJJ district superintendent, principals, and teachers at six different IDJJ facilities. Findings were that implementation of a blended delivery model in the IDJJ sites corresponded with significantly increased traditional diploma and GED graduation rates, as well as perceptions of teachers and administrators of their increased efficacy, satisfaction, and ability to meet the unique needs of incarcerated youth. These findings are particularly important given the correlation between educational achievement and recidivism. Findings also indicated great promise for using blended learning to address the challenges related to transience, special education needs, and a student’s history of school difficulties and failure that pose potential roadblocks for so many incarcerated youth. It was concluded that the success of the IDJJ Blended Learning Model is due to a uniquely designed student-centric approach to learning that is characterized by four personal practices: perceptions, pathways, partnerships, and progress. Recommendations flow from these findings.</p>","abstract_has_math":false,"creators":["Sonnenberg, John"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Norm Weston"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-02-01T08:00:00Z","date_published":"2017-02-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["At Risk","juvenile","personalized learning","online learning","recidivism","educational technology","Accessibility","Adult and Continuing Education","Adult and Continuing Education Administration","Bilingual, Multilingual, and Multicultural Education","Civil Rights and Discrimination","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Education Law","Education Policy","Elementary and Middle and Secondary Education Administration","Gender Equity in Education","Instructional Media Design","Junior High, Intermediate, Middle School Education and Teaching","Juvenile Law","Online and Distance Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development","Secondary Education and Teaching","Special Education Administration","Vocational Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/233","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Norm Weston"]},{"key":"dc:creator","label":"Author","values":["Sonnenberg, John"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-04-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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Using a mixed methods approach, data were gathered and analyzed from a variety of records, reports, and other documentation that included: diplomas awarded, courses taken, course completion, enrollment trends, student mobility rates, GED testing information, and special education student enrollment and performance. Data were also gathered through classroom observations and individual and group interviews with the IDJJ district superintendent, principals, and teachers at six different IDJJ facilities. Findings were that implementation of a blended delivery model in the IDJJ sites corresponded with significantly increased traditional diploma and GED graduation rates, as well as perceptions of teachers and administrators of their increased efficacy, satisfaction, and ability to meet the unique needs of incarcerated youth. These findings are particularly important given the correlation between educational achievement and recidivism. Findings also indicated great promise for using blended learning to address the challenges related to transience, special education needs, and a student’s history of school difficulties and failure that pose potential roadblocks for so many incarcerated youth. It was concluded that the success of the IDJJ Blended Learning Model is due to a uniquely designed student-centric approach to learning that is characterized by four personal practices: perceptions, pathways, partnerships, and progress. Recommendations flow from these findings.
"]},{"key":"dc:title","label":"Title","values":["Educating Incarcerated Youth In Illinois: A Blended Learning Model"]}]}],"canonical_facts":{"dc:contributor":["Dr. Norm Weston"],"dc:creator":["Sonnenberg, John"],"dc:date.available":["2017-04-30T07:00:00Z"],"dc:description.abstract":["The purpose of this case study was to better understand the reasons behind the apparent continued success of a blended learning educational model in place since 2012 in the Illinois Department of Juvenile Justice (IDJJ). Using a mixed methods approach, data were gathered and analyzed from a variety of records, reports, and other documentation that included: diplomas awarded, courses taken, course completion, enrollment trends, student mobility rates, GED testing information, and special education student enrollment and performance. Data were also gathered through classroom observations and individual and group interviews with the IDJJ district superintendent, principals, and teachers at six different IDJJ facilities. Findings were that implementation of a blended delivery model in the IDJJ sites corresponded with significantly increased traditional diploma and GED graduation rates, as well as perceptions of teachers and administrators of their increased efficacy, satisfaction, and ability to meet the unique needs of incarcerated youth. These findings are particularly important given the correlation between educational achievement and recidivism. Findings also indicated great promise for using blended learning to address the challenges related to transience, special education needs, and a student’s history of school difficulties and failure that pose potential roadblocks for so many incarcerated youth. It was concluded that the success of the IDJJ Blended Learning Model is due to a uniquely designed student-centric approach to learning that is characterized by four personal practices: perceptions, pathways, partnerships, and progress. Recommendations flow from these findings.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/233"],"dc:subject":["At Risk","juvenile","personalized learning","online learning","recidivism","educational technology","Accessibility","Adult and Continuing Education","Adult and Continuing Education Administration","Bilingual, Multilingual, and Multicultural Education","Civil Rights and Discrimination","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Education Law","Education Policy","Elementary and Middle and Secondary Education Administration","Gender Equity in Education","Instructional Media Design","Junior High, Intermediate, Middle School Education and Teaching","Juvenile Law","Online and Distance Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development","Secondary Education and Teaching","Special Education Administration","Vocational Education"],"dc:title":["Educating Incarcerated Youth In Illinois: A Blended Learning Model"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}