Discussion Paper Series

What Works, Wisconsin: What Science Tells Us About Cost-Effective Programs
For Juvenile Delinquency Prevention

Stephen A. Small, University of Wisconsin-Extension
Arthur J. Reynolds, University of Minnesota
Cailin O’Connor, University of Wisconsin-Madison
Siobhan M. Cooney, University of Wisconsin-Madison

Abstract

Significant advancements have been made in the science of juvenile delinquency prevention in recent years. There is considerable evidence that some approaches are more effective than others in preventing crime and reducing recidivism among youth. Research has shown that implementing proven, scientifically sound programs and interventions can have a preventive effect, making it less likely that individuals will engage in crime and equipping them to make positive contributions to society. Many of these programs have been shown to result in economic benefits to society far outweighing their costs. Through the use of evidence-based programs, practices and policies, the state of Wisconsin can more effectively address the problem of juvenile delinquency while making the best use of increasingly limited financial resources.

This report builds on several recent efforts to analyze the growing evidence in the field of delinquency prevention. Most notably, the Washington State Institute for Public Policy’s cost-benefit analysis of dozens of prevention and intervention programs related to juvenile delinquency provided the impetus for this report. The Office of Juvenile Justice and Delinquency Prevention’s Model Programs Guide also informed our work. Drawing on those resources, we highlight a number of proven, effective programs and review the strongest evidence available in several categories of interventions, from universal or primary prevention with children and families through community-based programs for juvenile offenders. Special attention is also given to several programs and approaches developed in Wisconsin.

The views expressed herein are those of the author(s) and do not necessarily reflect the views of the Early Childhood Research Collaborative.

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