- strong partnerships among education providers and correctional facilities;
- a focus on transitions into and out of the correctional facility; and
- educational programs leading to career pathways.
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Abstract:
Corrections education (CE) faculty Lauren Zavrel reflects on the vacuum of graduate-level programs and professional development (PD) that prepare teachers for the specific work of teaching adults in prisons and jails. Citing her own unique journey into the field of CE, similar stories from colleagues, and literature on the topic, she argues that the needs of both incarcerated students and their teachers warrant the attention of graduate schools. Specific references to PD as it relates to adjunct faculty and precollege-level faculty are also addressed.
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Abstract:
Adult education has evolved from informal, oral traditions to structured programs that address the changing needs of society. This article traces its historical roots from early evening schools and trade education to modern community colleges and workforce development initiatives. It explores the relevance of adult learning through andragogical principles, emphasizing its problem-centered approach and immediate application. Finally, it highlights the profound impact of adult education, showcasing its role in personal growth, economic mobility, and community engagement.
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Abstract:
This article examines corrections reform across the United States, highlighting how forward-thinking governors from both political parties are replacing punitive incarceration models with education- and employment-focused rehabilitation approaches. Despite approximately one-third of American adults having criminal records and 57% of state prisoners reporting no access to education, several states are demonstrating that change is possible. Tennessee’s Republican Governor Bill Lee and Massachusetts’ efforts under former Governor Charlie Baker and now Governor Maura Healey serve as prime examples of comprehensive reform, with both states investing in learning technology and dedicated staff to create pathways to sustainable employment. Tennessee has implemented education programs in 91 of 95 county jails, while Massachusetts became the first state to offer education programming to all incarcerated individuals in its prison system. These initiatives have yielded remarkable results: Some Tennessee counties have reported recidivism reductions of up to 50%, while Massachusetts has halved its prison population between 2010 and 2023. The author’s decade of experience implementing learning technology in correctional facilities confirms that combining learning-first technology with staff support and visionary leadership can transform correctional systems from warehousing facilities into true rehabilitation centers, ultimately changing lives and benefiting society.
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Abstract:
This report presents a summary of the findings from an earlier literature review and meta-analysis on the effectiveness of correctional education programs for incarcerated adults, as well as a systematic review of correctional education programs for juveniles and the results of a national survey of state correctional education directors, which provide an up-to-date picture of what the field of correctional education looks like today in the United States and explores the use of computer technology, preparations for the new 2014 GED exam, and the impact of the 2008 recession. The report concludes with a set of recommendations for improvements needed to further the field of correctional education.
Publication Year
2014
The Second Chance Act of 2007 (Pub. L. 110-199) is a historic piece of legislation designed to improve outcomes for and provide a comprehensive response to the increasing number of individuals who are released from prisons, jails, and juvenile residential facilities and returning to communities upon release. The Second Chance Act’s grant programs are funded and administered by the Office of Justice Programs within the U.S. Department of Justice. In 2010, for the first time, funding was set aside for a comprehensive study of correctional education. The Office of Justice Programs’ Bureau of Justice Assistance awarded the RAND Corporation a cooperative agreement to undertake a comprehensive examination of the current state of correctional education for incarcerated adults and juveniles, where it is headed, which correctional education programs are effective, and how effective programs can be implemented across different settings. Evaluating the Effectiveness of Correctional Education: A Meta-Analysis of Programs That Provide Education to Incarcerated Adults presented a comprehensive review of the scientific literature and a meta-analysis that synthesized the findings from multiple studies on the effectiveness of correctional education programs in helping to reduce recidivism and improve post-release employment outcomes for incarcerated adults (Davis et al., 2013).
This final report to the U.S. Attorney General presents a summary of the findings from RAND's earlier literature review and meta-analysis on the effectiveness of correctional education programs for incarcerated adults. It also provides three new sections. The first of these is a systematic review of correctional education programs for juveniles. The second is the results of a national survey of state correctional education directors, which provide an up-to-date picture of what the field of correctional education looks like today in the United States and explores the use of computer technology, preparations for the new 2014 GED exam, and the impact of the 2008 recession. It concludes with a set of recommendations for improvements needed to further the field of correctional education.
These results will be of interest to federal and state policymakers; administrators of state departments of corrections, public safety, and education; correctional educators and college educators; career technical training providers; and other organizations that provide educational services and training to the currently incarcerated or formerly incarcerated. These results will also be of interest to those in the U.S. Departments of Justice and Education who are committed to ensuring the availability and quality of correctional education programs for incarcerated adults and juveniles.
What the experts say
The RAND study is based on a meta-analysis of the literature of correctional education. It establishes a valuable map for what works in adult correctional education. It also examines use of technology and funding issues in the field. This study is the most current and widely cited analyis of correctional education and a "must know" for those working in correctional education or considering policy related to the field.
This study is a foundational work for administrators and faculty in the field of correctional education. It is also a key citation for policy-makers in considering funding and resource allocation to the field.
The resource addresses the effectiveness of correctional education programming in institutions and facilities for juveniles and adults in the areas of adult basic education, basic skills instruction, English language learners, high school equivalency/GED completion, vocational education or career technical education, training in general employment skills, and college level/postsecondary instruction. Information regarding literacy levels and rates resulting from the study are part of the underpinnings.
This Meta-analysis is well-done, easy-to-read, and has strong recommendations attached. The fact that it is current (2014) is a true bonus.
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Abstract:
This report examines the implementation of the Reentry Education Model at three demonstration sites and identifies key lessons for linking correctional and reentry education programs.
Publication Year
2015
This U.S. Department of Education, Office of Career, Technical, and Adult Education, report examines the implementation of the Reentry Education Model at three demonstration sites—Barton Community College in Great Bend, Kansas; Lancaster Lebanon Intermediate Unit 13 in Lancaster, Pennsylvania; and Western Technical College in La Crosse, Wisconsin—and identifies key lessons for linking correctional and reentry education programs. It finds that the following factors are most important in enabling those previously incarcerated to continue their education and prepare for living-wage jobs:
Benefits and Uses
This resource documents the lessons learned from three sites that implemented the Reentry Education Model. Their experiences can help to inform other education providers working with the corrections population. Specifically, the resources describes their experiences with establishing and maintaining strategic partnerships, a sound program infrastructure, evidence-based education services, and transition support.
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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:
This research is aimed towards the development of a European key competency profile for the adult learning professionals working in correctional criminal justice system, based on key competences for adult learning professionals, national researches in partner countries conducted on relevant stakeholders and European analysis of available materials on topic developed in other LLP initiatives.
Publication Year
2015
This report profiles adult learning professionals (e.g. teachers, educators, social workers, psychologists) who work with adults in correctional settings. This report describes competency identification, competency modeling, and competency assessment needed for these success in these roles. Competency identification included compiling Romanian national available information about the duties, tasks, responsibilities, roles and work environments related to the job and identifying the relevant knowledge, skills and attitudes required by adult learning professionals in correctional criminal justice system. In the stage of competency modelling, the gathered data are used in the development of a consistent competence profile of adult learning professionals in correctional criminal justice system, while competency assessment refers to checking with stakeholders that the identified set of competences making up the profile is complete, consistent and real.
The outcomes of the study was to identify the competencies needed. On pages 9-18, the report lists the competencies identified. Following that, the report provides recommendations around the potential uses for these competencies.
What the experts say
This is a tremendously helpful resource for educators and administrators across the globe. Even though the study originates from the European Union, the competencies identified in the profile and recommendations made are universally applicable and help, finally, to quantify the specific traits that enable an educator to succeed in classrooms behind bars.
The profile presents an interesting take on how prison education professionals (including educators and others working in prison settings) can articulate the component pieces of their work, consider strengths and challenges and see how prison education both intersects with and is different to general adult education learning principles and practice around the world.
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:
This report describes the current status of educational technology in corrections, existing and emerging approaches to providing such services in facilities, and the successes and challenges of early implementers.
Publication Year
2015
This report is designed to inform federal, state, and local corrections and correctional education administrators as they explore ways to securely and cost-effectively provide advanced technologies in corrections facilities to help strengthen and expand educational and reentry services. It describes the current status of these technologies in corrections, existing and emerging approaches to providing such services in facilities, and the successes and challenges of early implementers. The report concludes with a set of recommendations that align with the U.S. Department of Education’s National Education Technology Plan.
Benefits and Uses
The report has implications for adult educators providing instructional services to correctional facilities and who may wish to use advanced technologies to support those services.
The report can be used by federal, state, and local corrections and correctional education administrators to make the case for adopting advanced technologies to support correctional education programs.
The most useful features of the report are (1) the description of existing approaches for providing advanced technologies in corrections, (2) the state and local examples of early implementers, and (3) the recommendations for adopting educational technology in corrections.
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:
Examination of digital literacy acquisition learning experiences designed to prepare prisoners for re-entry (a case study)
Publication Year
2015
This case study examines the experiences of incarcerated adult males enrolled in a component of a re-entry program, Digital Literacy Acquisition, and is a segment of a larger focus on the reentry process for successful reintegration of prisoners into society and life. This study takes place in the Orleans Parrish Prison (OPP), located in New Orleans, Louisiana and provides insightful information on the role of digital learning relative to rehabilitative efforts of re-entry programs within a correctional facility.
The model examined in this case study is one that is self-paced, reinforced, tutor facilitated and offers online support for goal directed, learner specific content that is customizable and shareable across varying programs for use by different facilitators. The intent is for participants to learn the relevance of digital literacy to their lives, confront and overcome their fear of technology, and acquire a strong sense of self-confidence.
This study explores a range of relevant topics that are specific to the adult re-entry population such as: The learner experience; Relevance; Moving from fear to confidence; Developing self-efficacy and self-confidence; Empowerment; Changing self-identity and imagining possible futures, as well as, the benefits of mentoring and implications
Benefits and Uses
This case study is an insightful resource for Adult Education programs, educators and administrators, as well as for policymakers; community based partners and re-entry professionals. It provides classic examples of threats that can prohibit, or limit Digital Literacy training programs in a correctional facility, as well as offers practical workable solutions and justifications for ongoing program development.
Adult learners who are reintegrating back into society after years of separation offer examples of real and perceived technologically based challenges, barriers and weaknesses related to self-efficacy, workplace skills and soft skills, which are addressed by this study to elicit descriptive examples of a Digital Literacy Acquisition program model that works.
The most significant feature for the target audiences is that the model can be adapted and incorporated into a more extensive model that offers wrap around services to facilitate incorporation into a successful re-entry process that can aid in the reduction of recidivism on both national and global levels.
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.