a. School-based probation is an approach to the supervision of children which shifts the primary location of probation operations to the school environment;

b. School-based probation is designed to provide closer monitoring of a juvenile’s behavior in order to improve school attendance and academic performance, lower school drop-out rates and reduce recidivism and out-of-home placements resulting from delinquent behaviors;

c. School-based probation programs have stimulated much interest and enthusiasm because they are believed to enhance both the school environment and probation services;

d. Studies that have been conducted on the program are very encouraging and have shown that children who have been assigned to school-based probation are more likely to be in the community longer prior to their first charge after their assignment to probation and are also more likely to be charged with probation violation and status offenses rather than new charges of a more serious nature;

e. Children who have been assigned to school-based probation tend not to “penetrate” the juvenile justice system as deeply as do children who are assigned to more traditional forms of supervision, resulting in not only cost savings, but also reductions in the destructive effects of extended placements and involvement in the more restrictive components of the juvenile justice system;

f. Various models of school-based probation have been implemented in many counties of this State, each designed to address the particular needs of the individual county or school district; and

g. The Legislature would benefit from input by probation departments currently involved in school-based probation and the school districts with which they are in partnership on their evaluation of the program and any recommendations regarding the expansion and replication of the program throughout the State.

L.2001,c.406,s.1.