The sample consisted of 55 juvenile delinquents incarcerated at the South Carolina Department of Youth Services between May 17, 1978, and August 14, 1980, and identified as learning disabled. This group included 23 white males, 27 black males, 2 white females, and 3 black females. Ages ranged from 12 to 17 years. Subjects were administered the Comprehensive Test of Basic Skills upon entering the institution and again prior to departure. Analysis showed that incarceration did increase academic achievement, but revealed a negative relationship between tenure and achievement rate. Improved academic performance can be attributed to the positive effect of combining the disciplined environment of the correctional institution with the structured education program in which all inmates had to participate. The negative correlation between tenure and achievement could be caused by the juvenile lapsing into old habits and attitudes after adjusting to a new environment, as well as peer pressure. Tables and 15 references. (Author abstract modified)