This publication provides the results of a comprehensive evaluation on the state of correctional education programs for adults and juveniles.
Correctional Education Publications
This study examines exclusionary discipline by grade, gender, race/ethnicity, and special education status.
This brief from the CSG Justice Center enumerates those states that have enacted statutes relating to arming teachers and school staff. To download the brief, click here.
This CSG Justice Center brief provides summaries on the 18 states that collect or otherwise report on school disciplinary actions.
This study from the Institute of Education Sciences examines whether disproportionate rates of suspensions and expulsions exist for racial/ethnic minority students and special education students in Maryland during the period 2009/10 to 2011/12.
In collaboration with the U.S. Department of Justice (DOJ), the U.S. Department of Education (ED) released a school discipline guidance package on Wednesday, January 8, 2013.
This report from the Prisoner Reentry Institute of John Jay College of Criminal Justice explores the lived experiences of people with criminal justice histories as they contemplate attending college.
This report by Rutgers University-Newark presents a multi-method evaluation of the “InsideOut Dad”
program in three Residential Reentry Centers in New Jersey. The current evaluation includes both quantitative and qualitative data in the form of participant surveys, institutional data, participant interviews, and stakeholder interviews. These methods are used to determine if the program has had an impact across a series of outcome measures. To download the report, click here.
Although it is known that many persons under community supervision need and eventually want correctional education programs, little is known about the providers and characteristics of these educational programs. This report provides an overview of initiatives at the national and state levels supporting new approaches to community supervision and the types of education services available to those under community supervision. It is intended for adult education and criminal justice practitioners and administrators interested in establishing a community- based correctional education program or strengthening an existing program, as well as federal and state policymakers. To download this report, click here.
Increasing educational proficiency has shown promise as one strategy for assisting inmates in finding gainful employment after release and ending their involvement with the criminal justice system. This report examines the effect of prison-based postsecondary education (PSE) on offenders both while incarcerated and after release. In three states, prisoners who participated in PSE were less likely to recidivate during the first year after release.
This study compares the cost-effectiveness of these two crime control methods –
educating prisoners and expanding prisons. One million dollars spent on correctional education
prevents about 600 crimes, while that same money invested in incarceration prevents 350 crimes.
Correctional education is almost twice as cost-effective as a crime control policy.
A state’s approach to corrections and the communication between the state correctional components can have a large impact on the state’s correctional education program. Decentralized systems can lead to inconsistencies offered to offenders and to duplication of services. State correctional programs are also shaped by their own government structure, which can be separate from the governing structure of corrections. State corrections systems also differ significantly from the standpoints of funding sources, correctional philosophy, and pertinent laws. Low literacy is pervasive in prisons, and the percentage of inmates with learning disabilities is estimated to be higher than in the general adult population. Correctional education instructors face numerous significant challenges. Improving inmates’ literacy skills is a central component of correctional education. In response to changing inmate demographics, increasing numbers of correctional programs are offering family literacy programs to improve parents’ and childrens’ literacy skills and to maintain and strengthen family relationships. The correctional education programs in Maryland, Ohio, and Texas illustrate how the structure of correctional education programs varies by state.
Observations of fifteen top leaders in correctional and adult education are analyzed and commented on. This paper is divided into four parts: public policy; funding; state jurisdiction; and topics for national symposia.
This report surveys the current landscape of correctional education, discussing both the educational needs of people involved in the criminal justice system and the programs being provided to meet those needs; reviews research on the effectiveness of correctional education and guiding principles for effective programming; discusses the issues involved in providing education in correctional settings and identifies some potential responses to these challenges. The report closes by looking to the future and highlighting key issues and new directions in research, policy, and practice.
This guide is designed to meet the needs of both families whose children are involved in the juvenile justice system and other juvenile justice stakeholders, including advocates, family organizations, the court, school administrators, and facility administrators.
We use administrative data from Florida to determine the extent to which participation in prison-based Adult Basic Education (ABE) improves post-release earnings and/or
employment. Utilizing a comparison group of inmates who had similar TABE scores on prison entry and a rich set of conditioning covariates, we find no systematic evidence that
ABE participation is associated with higher post-release earnings. We do find, however, that ABE participation is associated with an increased probability of post-release
employment. We also find that the ABE-employment relationship is the largest for ABE participants who had substantial amount of uninterrupted ABE instruction.
Compares educational attainment of State and Federal prison inmates, jail inmates, and probationers to that of the general population. Educational attainment is also examined for various demographic groups — including gender, race/ethnicity, age, citizenship, and military service — and for other social and economic factors. Reasons for dropping out of school are compared for jail inmates and the general population. The report describes the availability of educational programs to inmates in prison and jail and their participation in educational and vocational programs since admission. Findings are based on analyses of more than 10 different datasets from both BJS and the U.S. Department of Education.