- Most people in prison are eligible for, but are not provided with the resources for, a postsecondary education.
- Postsecondary education in prison increases employment and earnings for formerly incarcerated people.
- Postsecondary education in prison provides workers with skills that employers seek.
- Greater access to postsecondary education in prison is expected to reduce state prison spending.
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Abstract:
This guide helps organizations better understand the central role that basic skills and related educational credentials play in successful reentry of formerly incarcerated individuals.
Publication Year
2018
This guide is primarily for organizations that help formerly incarcerated individuals successfully transition to work, family, and civic roles. It's purpose is to help them better understand: (a) the central role that basic skills and related educational credentials can play in successful prisoner re-entry and (b) how reentry agencies can collaborate with basic education providers to help returnees develop necessary basic skills. It is also written for basic education providers, policymakers, and funders interested in supporting collaborations among reentry and adult basic skills service providers. Examples are provided for how these agencies can contribute to the planning and delivery of services.
What the experts say
This resource is a concise and easy-to-follow guide for organizations that help formerly incarcerated individuals successfully transition back into society. Based on experiences working in re-entry education, the guide provides a compelling picture of the range of challenges and possible resources along with ways to provide relevant education to returnees. It outlines a process for programs and individuals to become part of re-entry.
The guide takes the guesswork out of how agencies can best provide access to important basic skills for those who have served time in prison. Agencies providing services to those individuals, as well as stakeholders and policy-makers, can benefit from it. A deficiency is that the resource lacks a research base in that is more like a newsletter overviewing the baseline services for a reentry agency rather than an actual service guide.
The guide is a valuable foundational resource for those interested in contributing to reentry education in their community. The most useful feature of the resource may be as a portal to accessing the wealth of information available in the references and archive sections of the resource.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
The ESOL Tutor Resource Pack includes resources for English for Speakers of Other Languages (ESOL) tutors to use with learners who are in prison or who have had recent experience with the criminal justice system.
Developed in the United Kingdom, this pack includes resources for ESOL tutors to use with learners who are in prison or who have had recent experience with the criminal justice system. It is based on the principles of the Learning and Work Institute’s Citizens’ Curriculum model, which promote flexible, local programs of study that are co-designed with learners and cover an interlinked set of skills and capabilities.
These resources cover three topics: civics, financial literacy and health literacy. Each topic consists of six ‘units’, each of which provides enough material for a three-hour ESOL class or session. The resources can be used to support the delivery of accredited learning leading to Skills for Life ESOL or Functional Skills English qualifications. They are mapped to the Adult ESOL Core Curriculum.
Each unit includes a set of tutor notes that provide a suggested approach, ideas for differentiation and learner involvement, and possible extension activities. They also include stimulus materials for tutors to use in these activities. The tutor notes are not meant to be prescriptive – they are only intended as guidance.
What the experts say
This is a fantastic resource for ESOL programs in correctional settings. There is great need in the field for tutor training materials and this resource is a valuable tool. American correctional facilities have significant populations of non-English speaking or English as a Second Langauge (ESL) students. Educational programs usually try to accommodate these learners by assigning bilingual inmate tutors, but there is usually little to no tutor training. This resource, though very basic, is a great introduction for tutors.
It is also a highly useful and relevant resource for general adult basic education instructors. It contains content appropriate to young adult and adult learners both in and beyond incarceration settings, contains generous resource links as well as material to be used in classroom settings. Participatory educators will be grateful to add this content to their repertoire; those newer to participatory processes are supported by clear explanations, examples of classroom activities, and processes and strategies that ensure the usefulness of this resources as well as its potential for adaptation and expansion.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Resource URL
Publication Year
2018
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Abstract:
This report describes how lifting the current ban on awarding Pell Grants to incarcerated people would benefit workers, employers, and states.
This report describes how lifting the current ban on awarding Pell Grants to incarcerated people would benefit workers, employers, and states. Specifically, it analyzes the potential employment and earnings impact of postsecondary education programs in prison; identifies the millions of job openings annually that require the skills a person in prison could acquire through postsecondary education; and estimates the money states would save through lower recidivism rates these postsecondary education programs would yield. The research produced the following findings:
Descriptive Research
What the experts say
Investing in Futures makes a sound and compelling case for the reinstatement of Pell Grant support for men and women behind the walls of our prisons. The authors artfully link post-secondary education to recidivism, and outline the economic impact of opening this funding opportunity to those who are incarcerated. While the estimate of the percentage of inmates who will take advantage of this funding opportunity may be high, the impact nonetheless would be significant. The report provides sound data and research-based findings on the impact of higher education, not only on the offender's economic opportunities, but more importantly in the public mind, on society's economic and fiscal outcomes. It takes the debate narrative from one of emotion to facts and data.
On the downside, the authors do not address the practical difficulties that men and women face in actually registering and completing postsecondary programming in our prison systems and a look inside our correctional education system could yield insight into the outcomes that might result from Pell Grant support. There is little information that adult education administrators, educators, or support staff can utilize to inform practice. While it is clearly indicated that Pell Grants and accessibility to higher education provide long term benefits for incarcerated individuals, there is no information related to Adult Learners and how to move a potential student from an AE class to Postsecondary Education.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
As correctional and reentry education continues to evolve, the field stands at a pivotal moment shaped by technological innovation, policy reform, and a growing recognition of the power of education to transform lives. In this webinar, Jeffrey Abramowitz, returning citizen, educator, administrator, and subject matter expert—will explore emerging trends and challenges in correctional and reentry education. Drawing from lived experience, participants will examine new approaches to technology integration, workforce development, digital literacy, and postrelease support. Original webinar date: March 12, 2026 Webinar recording link: https://youtu.be/U5XHmrkX2oU
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Abstract:
Correctional educators often work in isolation, navigating complex security protocols, restricted technology, and high student turnover with limited resources and financial support. This webinar introduces COABEs new Transforming Correctional Education Community of Practice (CoP), and information about the inaugural cohort, which will support the Community of Practice. We invite on-the-ground correctional educators to join the Community of Practice, which is designed to reduce professional isolation, strengthen instructional quality, and foster shared expertise across states. Grounded in three core pillars—cultivating excellence, fostering a trusted community, and developing shared practice—this session highlights how COABE is helping to build a collaborative network that can transform both educator experience and student outcomes in correctional settings. Participants will explore how a strategic partnership with COABE can serve as a force multiplier through national advocacy, professional development, and resource sharing. The session outlines an actionable implementation roadmap for the new cohort, along with measurable success indicators, and opportunities for leadership engagement. Attendees will leave with an understanding of how the new Correctional Education Community of Practice and Cohort will be launched and the next steps for those interested in joining the inaugural 1-year cohort. Webinar date: March 9, 2026 Webinar recording link: https://youtu.be/9NceYKlzvjc
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Abstract:
This compendium describes nine innovative practices with a holistic approach to adult education services as selected by the Advancing Innovation in Adult Education project.
This compendium describes nine innovative practices selected by the Advancing Innovation in Adult Education project. The practices featured in this compendium represent AE programs’ efforts to provide core AE program services—learner intake, assessment, and instruction—as well as a range of supportive services to engage, motivate, and enable learners to attain their goals for participating in AE. Although the implementation of supportive services such as referral of learners to community agencies for transportation, childcare, and other resources has been a feature of AE programs, what is innovative about the current efforts of the practices highlighted in the compendium is the range of activities they are conducting to assist AE learners and the assumptions of the AE programs implementing the practices about the necessity to support AE learners as broadly as possible to help ensure their success.
Benefits and Uses
This compendium describes the nine innovative practices selected from the third round of applications that adult education (AE) programs submitted in January 2021. These practices illustrate how AE programs can enhance the likelihood of learners’ success by implementing a holistic approach to adult education services. A variety of stakeholders will find this information useful, including AE state staff; AE program administrators, instructors, and staff; workforce development staff; federal agency staff; and AE researchers.
Required Training
No prior training is required.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2021
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Abstract:
This Guide is designed for people who are incarcerated and for those on community supervision (probation and parole) to help them get started—or continue—on the path to further education and training.
The Take Charge guide is designed for people who have been incarcerated, and for those on community supervision (probation and parole). It will help them begin-or continue-on the path toward furthering their education or training.
Benefits and Uses
The updated version of the Take Charge of Your Future guide provides an overview of the current education and training landscape to help target audience make informed decisions about their next steps in a career pathway. It includes tips for finding community resources and profiles of and advice from formerly incarcerated individuals about the importance of education and training in their lives.
Required Training
None
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2022
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Abstract:
This resource explores the technical, instructional, and other components necessary for expanding the use of technology in correctional education programs.
This resource is designed to help education and corrections leaders understand key issues in adopting and integrating technology to support instruction in jails and prisons. It describes the components of a state correctional education technology ecosystem (the who, what, why, and how of technology use), profiles four state ecosystems, and provides a discussion guide for exploring the policy and technical components needed to further expand the use of technology in correctional education programs.
Benefits and Uses
This resource is an update to Educational Technology in Corrections 2015, which described how correctional facilities provide access to technology for education programs. With the acceleration of technology use due to the COVID-19 pandemic, reinstatement of Pell Grants, and other legislation, this updated brief and discussion guide focuses on technology access and use in correctional education (e.g., adult education, career and technical education, and postsecondary education). It illustrates how technology use should be student-centered and aligned to instructional goals. The final section, the Discussion Guide, provides a tool for guiding state-level conversations about the policy and technical components needed to develop a state correctional education technology ecosystem. Corrections and education leaders can use this resource to understand the technical and other components necessary to further expand the use of technology in correctional education programs. For example, they also can use it to answer questions related to device selection/maintenance, funding, security, staffing and teacher development, student preparation, teaching and learning, and vendor selection.
Required Training
Prior training is not required for this resource.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2022