prison education research papers

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Prison education.

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• Accompaniment Through Carceral Geographies: Abolitionist Research Partnerships with Indigenous Communities Laurel Mei-Singh (Antipode, 2019)
• Critiquing Critical Pedagogies Inside the Prison Classroom: A Dialogue Between Student and Teacher Erin L. Castro and Michael Brawn (Harvard Educational Review, 2017)
• Distinguishing Radical Teaching from Merely Having Intense Experiences While Teaching in Prison Robert Scott (The Radical Teacher, 2013)
• Information Needs in Prisons and Jails: A Discourse Analytic Approach Debbie Rabina, Emily Drabinski and Laurin Paradise (Libri, 2016)
• An Open Letter to Prison Educators Malakki (from Critical Perspective on Teaching in Prison, 2019)
• Ripping Off Some Room for People to "Breathe Together": Peer-to-Peer Education in Prison Simone Weil Davis and Bruce Michaels (Social Justice, 2015)
• Systemic Oppression and the Contested Ground of Information Access for Incarcerated People Jeanie Austin, Melissa Charenko, Michelle Dillon and Jodi Lincoln (Open Information Science, 2020)
• Teaching Publics in the American Penalscape Gillian Harkins and Erica R. Meiners (American Quarterly, 2016)

For more articles on prison education, please start with this search of the library catalog .

For more books on prison education, please start with this search of the library catalog .

• National Conference on Higher Education in Prison The annual National Conference on Higher Education in Prison (NCHEP) is not only an event—it's a lifeline for the community of people who are committed to expanding educational opportunities for students who are currently or formerly incarcerated.
• Rise Up Conference Rise Up Conference is a two-day virtual event organized by formerly incarcerated leaders and centered.
• American Prison Newspapers, 1800-2020: Voices from the Inside American Prison Newspapers brings together hundreds of these periodicals from across the country into one collection that will represent penal institutions of all kinds, with special attention paid to women's-only institutions.
• Mass Incarceration and Prison Studies Mass Incarceration and Prison Studies is organized around a selection of key historical and contemporary events and themes, bringing together archival and reference materials, court cases, first-hand accounts, videos, Supreme Court audio files, research on rehabilitation, training materials and artistic works.
• Alliance for Higher Education in Prison We are working collaboratively to advance the field of higher education in prison by supporting practitioners and students, producing reliable data and research, and communicating the need, importance, and value of quality higher education in prison.
• Carceral Studies Network The Carceral Studies Network hosts resources for those seeking to teach or learn about prisons, policing, and the carceral state.
• College & Community Fellowship CCF works at the intersection of racial equity, criminal legal reform, economic justice, and community building. We are one of the first organizations to focus on access to higher education for justice-involved women.
• Higher Education in Prison Research A digital space centered around the creation of a robust, ethical, and sustainable higher education in prison research infrastructure.
• JSTOR Prison Education Offline Access Initiative We aim to create a next-generation tool to support incarcerated students conducting research without access to the internet. We will test this tool at a cohort of prison education programs, in order to make a recommendation regarding how to provide full access to JSTOR to as many higher education in prison programs as possible.
• Prison-to-Professionals (P2P) Prison-to-Professionals (P2P) seeks to reach, touch, and change the lives of people with criminal convictions through advocacy, mentoring, and policy change.
• Incarceration Incarceration is a peer-reviewed, international journal publishing high quality original scholarship dealing with prisons and prison-like institutions and practices.
• International Journal for Crime, Justice and Social Democracy The International Journal for Crime, Justice and Social Democracy is an open access, blind peer reviewed journal that seeks to publish critical research about common challenges confronting criminal justice systems around the world.
• Journal of Correctional Education The Journal of Correctional Education is the foremost publication of the Correctional Education Association (CEA). The Journal is published on a quarterly basis and is provided as a membership benefit by CEA.
• Journal of Higher Education in Prison The Journal of Higher Education in Prison is the only peer-reviewed journal that publishes solely on topics and issues in higher education in prison. The journal, published twice-annually by the Alliance for Higher Education in Prison, provides the growing field of higher education in prison a forum to discuss praxis and the ways that theory can and should inform teaching and learning in prison.
• Journal of Prison Education & Reentry An international, open access, peer-reviewed journal for researchers and practitioners. Topics covered include but are not limited to sociology, criminology, adult education and literacy, instructional design, mental and behavioral health, and administration and policy as it relates to the context of prisoner education and subsequent reentry into the community beyond prison walls.
• Journal of Prisoners on Prison The Journal of Prisoners on Prisons (JPP) is a prisoner written, academically oriented and peer reviewed, non-profit journal, based on the tradition of the penal press. It brings the knowledge produced by prison writers together with academic arguments to enlighten public discourse about the current state of carceral institutions.
• The Prison Journal The Prison Journal (TPJ), peer-reviewed and published six times a year, is a central forum for studies, ideas, and discussions of adult and juvenile confinement, treatment interventions, and alternative sanctions. Exploring broad themes of punishment and correctional intervention, TPJ advances theory, research, policy and practice.
• Cultivating Relationships & Building Support: A Guide to College-in-Prison Program Sustainability Rachel Sander et al. (SUNY Higher Education for the Justice-Involved, 2021)
• The Expanding Role of Colleges in Prison Education Katherine Mangan (Chronicle of Higher Education, 2021)
• Facilitating a Higher Education in Prison Research Infrastructure Meagan Wilson, Rayane Alamuddin, Julia Karon, Michael Fried, and Emily Norweg (Ithaka S+R, 2021)
• Higher Education in Prison: Understanding its Power and Fulfilling its Promise in Illinois [PDF] By Marsheda Ewulomi and Ashton Hoselton (BPI Chicago, 2022)
• Unbarring Access: A Landscape Review of Postsecondary Education in Prison and Its Pedagogical Supports Meagan Wilson, Rayane Alamuddin, Danielle Cooper (Ithaka S+R, 2019)
• College Behind Bars A four-part documentary film series directed by award-winning filmmaker Lynn Novick, produced by Sarah Botstein, and executive produced by Ken Burns, tells the story of a small group of incarcerated men and women struggling to earn college degrees and turn their lives around in one of the most rigorous and effective prison education programs in the United States.
• The Past and Future of Prison Education Representatives from the most innovative and dynamic programs in the country testify to the range, scope, and depth of prison education. Organizers highlight the work that has been done at Harvard, and what's next.
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• Last Updated: May 21, 2024 10:35 AM
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The effects of prison education programs: Research findings

2014 metastudy from the RAND Corporation of correctional-education programs in the United States, summarizing their main achievements and the challenges they face.

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by Martin Maximino, The Journalist's Resource June 3, 2014

This <a target="_blank" href="https://journalistsresource.org/education/effects-prison-education-programs-research-findings/">article</a> first appeared on <a target="_blank" href="https://journalistsresource.org">The Journalist's Resource</a> and is republished here under a Creative Commons license.<img src="https://journalistsresource.org/wp-content/uploads/2020/11/cropped-jr-favicon-150x150.png" style="width:1em;height:1em;margin-left:10px;">

The United States has the largest prison population in the world, with more than 2.2 million inmates in federal, state and local facilities. Although the number of life sentences has quadrupled since 1984, every year approximately 700,000 citizens leave federal and state prisons in the United States to begin a new life. Moreover, the number of releases from U.S. prisons in 2012 exceeded that of admissions for the fourth consecutive year, contributing to a slight decline in the total U.S. prison population.

The professional and personal lives of these individuals after they leave prison show great variety, across different states and income levels. Many ex-offenders struggle to reintegrate into their communities and face significant challenges in re-entering the job market. In this context, recidivism often ensues: The Pew Center on the States suggests that perhaps half of all inmates released will return within three years.

But the story of their life challenges typically begins even before conviction and prison time. A 2014 U.S. National Research Council report, authored by some of the nation’s leading criminal justice scholars, notes:

Many people enter prison with educational deficits and could benefit from education while incarcerated. Literacy rates among prisoners generally are low, and substantially lower than in the general population…. Over the past 40 years, the percentage of prisoners having completed high school at the time of their incarceration fluctuated between about one-quarter and more than one-third for state prison inmates, with higher rates for those housed in federal facilities.

The report also discusses the recent policy dynamics associated with prison education:

On a positive note, basic correctional education programs have been enhanced in response to “mandatory education laws” at both the state and federal levels, requiring prisoners who score below a certain threshold on a standardized test to participate while in prison. Since the Federal Bureau of Prisons implemented the first mandatory literacy program in the early 1980s, 44 percent of states have instituted such requirements…. On the other hand, as part of the “get tough” movement discussed earlier, in 1994 Congress restricted inmates from receiving Pell grants, which had been enacted and funded by Congress in the 1970s as a way for disadvantaged groups to obtain postsecondary education. Moreover, reductions in federal funding under the Workforce Investment Act cut funding for correctional education to a maximum of 10 percent (from a minimum of 10 percent).

A 2014 study published by RAND Corporation, “How Effective is Correctional Education, and Where Do We Go from Here?” critically analyzes results across 267 empirical studies, performing what is called research “metaanalysis.” The researchers — Lois M. Davis, Jennifer L. Steele, Robert Bozick, Malcolm V. Williams, Susan Turner, Jeremy N. V. Miles, Jessica Saunders and Paul S. Steinberg — present a rigorous and systematic review of correctional education programs in the United States, as well as the results of a national survey to state correctional education directors, summarizing the main achievements and challenges faced by the field. The overall analysis suggests that correctional education has a positive and statistically significant effect on three domains that are key for reinsertion into civil society: recidivism (going back to prison because of additional crimes), post-release employment, and reading and math scores. The RAND research is designed to provide the best available evidence to help inform federal policy, following the Second Chance Act of 2007 .

The study’s findings include:

• Inmates who participated in correctional education programs had “43% lower odds of recidivating than inmates who did not.” This represents a reduction of 13 percentage points on the risk of recidivism.
• The odds of obtaining employment after being released among inmates who participated in correctional education were 13 percent higher than the odds for those who did not. However, the scholarship in this area is not as strong, making the conclusion subject to further research.
• Correctional education is a cost effective initiative; every dollar spent on prison education could save up to five dollars on three-year reincarceration costs. In this sense, the direct costs of reincarceration are far greater than the direct costs of providing correctional education.
• The study also found that for a correctional education program to be cost-effective — or to break even — it would need to “reduce the three-year reincarceration rate by between 1.9 percentage points and 2.6 percentage points.”
• The overall “meta-analytic findings indicate that participation in correctional education programs is associated with a 13 percentage-point reduction in the risk of reincarceration three years following release. Thus, correctional education programs appear to far exceed the break-even point in reducing the risk of reincarceration.”
• Overall, the mean dollars spent per student for correctional education was $3,479 in FY2009, compared with $3,370 in FY2012. This represented a 5% decrease on average in the dollars spent per student.

The report also presents the results of the RAND Correctional Education Survey, which show that, due to the economic recession of 2008, there was an overall 6 percent decrease on average in states’ correctional education budgets between fiscal years 2009 and 2012. The largest impact on budgets was felt by medium-sized and large states (on average, a 20 percent and 10 percent decrease, respectively). Nevertheless, despite the contraction after the recession, most states (44) still offered adult basic education.

One of the most interesting contributions of the RAND study is to shift the discussion from whether these correctional educational programs should exist, to what type and quality of programs would be more effective. In this discussion, the authors identify several promising initiatives: Read 180 (for reading improvement); and Florida’s Avon Park Youth Academy (for diploma completion and post-release employment).

About The Author

Martin Maximino

Higher Education in Prison Research

A digital space centered around the creation of a robust, ethical, and sustainable higher education in prison research infrastructure..

• DOI: 10.22318/icls2024.119260
• Corpus ID: 270416645

Prison Industrial Complex Abolition Pedagogies: A Conceptual Framework for Uprooting Carceral Logics in Teacher Education

• Christina Hewko
• Published in Proceedings of the 18th… 10 June 2024
• Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024

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Home > JPER > Vol. 7 ( 2021-2023 ) > No. 2

Volume 7, Number 2 ( 2021-2023 ) Special Issue 2021: Critical Reflections on Philosophy, Education, and Prison Sociology

Full Issue Kristina Lee

A Note from the Editors Aislinn O'Donnell, Mike Coxhead, and Kirstine Szifris

A Note About the Cover Art Tom Shortt

What is Philosophy in Prison? George Eliot and the search for Moral Insight Alison Liebling

No Cell for the Soul: Prison, Philosophy and Bernard Stiegler - A Short Appreciation Rod Earle

‘…In the Secret of one’s Life’: Bernard Stiegler and Philosophy in the Intimacy of his Prison Cell Anna Kouppanou

Research Papers

Philosophy in Prisons and the Cultivation of Intellectual Character Duncan Pritchard

Exploring the Relationship Between Education and Rehabilitation in the Prison Context Lorraine Higgins

Trust, Power, and Transformation in the Prison Classroom Fran Fairbairn

Rethinking Social Reintegration and Prison: A Critical Analysis of an Educational Proposal for an Alternative Model in Brazil Sergio Grossi

Practitioner Papers

Bridging a Gap of Understanding: A Model of Experiential Learning for Incarcerated Students and Non-Incarcerated Undergraduates Dale Brown and Zoann K. Snyder

Transaction or Transformation: Why do Philosophy in Prisons? Mog Stapleton and Dave Ward

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The State of Higher Ed in Prisons a Year After Pell Restoration

A new report by the Vera Institute of Justice marks one year since the return of Pell Grants to incarcerated students and analyzes how programs can improve.

By  Sara Weissman

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Students from Brave Behind Bars, an introductory computer science program for incarcerated people, talk about their projects during graduation at the D.C. Central Detention Facility in Washington, D.C., on Sept. 8, 2022.

Carolyn Van Houten/The Washington Post/Getty Images

A decision by Congress to restore Pell Grants to incarcerated students took effect last summer, a win for students and their advocates after imprisoned people attending college were barred from the federal financial aid for almost three decades.

A year later, colleges and corrections agencies have made significant strides toward launching new Pell-eligible programs and expanding existing programs under new federal regulations. But current programs still have work to do to better serve incarcerated students, according to a recent report by the Vera Institute of Justice, a research and policy organization focused on criminal justice issues.

The report offers a “snapshot” of colleges’ progress toward creating new Pell-eligible programs and evaluates the “quality, equity and scale” of current college-in-prison programs at a time when they’re poised to grow. It finds that many programs meet important quality benchmarks, such as employing qualified professors, but fall short on other key measures—including some required by new federal regulations—like access to academic advising.

“This is, to our knowledge, really the first report of its kind,” said Ruth Delaney, director of Vera’s Unlocking Potential initiative, which supports the development of college-in-prison programs. “There’s almost no national data on college in prison” and “even less research attempting to measure performance of those programs.”

The report is based on surveys conducted at corrections agencies and 140 higher ed institutions operating academic programs in 47 state, territory and federal Bureau of Prisons facilities, collected between November 2023 and March 2024. In total, 153 colleges and universities offered programs during that period under Second Chance Pell, a pilot program launched in 2015 to allow incarcerated students to access Pell Grants in select programs. The report scored each jurisdiction, or system of prisons, as “adequate,” “inadequate” or “developing” on 15 different metrics, including how easily credits transfer between higher ed institutions and the availability of library and research resources .

“We’re trying to establish a floor” for what it means to be a quality program in prison, said Delaney. “What we really want to be thinking about in the future is what the ceiling could be.” Programs should be “really worth the investment of incarcerated students’ limited Pell funds.”

Progress Toward Pell Eligibility

New proposals for Pell-eligible programs are currently making their way through a multilevel approval process. Under recent federal regulations for Pell eligibility, college-in-prison programs have to be approved by state corrections agencies, the federal Bureau of Prisons or a sheriff, as well as an accreditor and the U.S. Department of Education.

The report notes that all states, Puerto Rico and the Bureau of Prisons have now set up processes to review Pell-eligible program proposals, which wasn’t the case a year ago . At least 50 colleges new to such programs have received approval from corrections agencies this year, Delaney noted. So far, only one new program has been reviewed and received final approval from the Department of Education, a communications bachelor’s degree program through California State Polytechnic University, Humboldt, at Pelican Bay State Prison.

Delaney said that while such bureaucratic processes move slowly, the numbers are encouraging and show “a lot of enthusiasm” among colleges and corrections agencies to expand academic offerings in prisons at a time when “there’s still so much interest among students and unmet need.”

The report emphasizes that at least 45,000 incarcerated students have enrolled in college through Second Chance Pell, and those students earned upward of 18,000 credentials. Yet they make up only a fraction of the estimated 750,000 people in prison eligible to enroll, according to the report. And the majority of those people, about 70 percent, indicate in surveys that they’re interested in pursuing higher education. Prison populations are also disproportionately people of color; about 32 percent of prisoners are Black and 23 percent are Latino or Hispanic, even though less than 14 percent of the U.S. population is Black and only 19 percent is Latino or Hispanic, the report noted.

Erin L. Castro, associate dean for prison education pathways for undergraduate education and director of the Research Collaborative on Higher Education in Prison at the University of Utah, said she expects to see “sharp rises in both the numbers of colleges and universities deciding to serve incarcerated students and the numbers of incarcerated students who enroll.” At the same time, she said, “there are a lot of questions that remain unanswered” regarding how best to serve them.

Castro, who is also an associate professor of higher education, said the report starts to answer some of those questions and addresses long-standing calls among researchers and advocates for “some kind of framework for quality and for equity and for parity of outcomes.”

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Room for Growth

The report finds cause for both celebration and concern when it comes to the quality, equity and scalability of existing college-in-prison programs.

On a positive note, most jurisdictions have established policies to ease credit transfer between higher ed institutions, according to the report. Almost all provided instructors with the same range of credentials as those who teach in college programs outside prisons and gave students opportunities to interact with professors face-to-face, as opposed to only remotely.

However, many of the colleges surveyed couldn’t ensure that students could continue their education after release. In addition, 11 of the jurisdictions offered programs in men’s prisons without a counterpart in women’s prisons . Most jurisdictions also gave students less than “adequate” access to library and research materials, academic and career advising, and technology to improve their education and build digital literacy skills.

Castro noted that limited technology access , while common for incarcerated students, can have far-reaching impact on their futures after release. Learning skills like how to run a Zoom call or use a learning management system such as Canvas are critical for helping them secure jobs or continue their studies outside of prison.

“It’s absolutely an equity issue,” she said.

Stanley Andrisse, executive director of From Prison Cells to PhD, an organization that helps people who have been to prison start careers, said it’s critical that the programs establish plans to help students with re-entry. That can include connecting them with local community organizations to assist with housing and job-readiness skills and making sure not only that their credits transfer to a college’s other campus but also that they can finish their current programs after their release.

Andrisse, formerly incarcerated and now an assistant professor and endocrinologist at Howard University’s College of Medicine, noted that universities aren’t used to providing re-entry support as a part of student services.

“This is not what they generally think of, and that’s not a bad thing,” he said. But “they should be partnering and looking for outside sources to help them think about doing this better”—particularly formerly incarcerated people.

The report also finds that programs aren’t reaching enough of the incarcerated population. In 24 jurisdictions, current college-in-prison programs enrolled fewer than 5 percent of people eligible and interested in higher education, while another 16 jurisdictions only enrolled between 5 and 9 percent of those people.

Andrisse added that it’s important to remember some prisons don’t have Pell-eligible offerings at all.

“There’s still work to be done in this idea of Pell for all,” he said.

The findings suggest that programs may need to make changes to stay in compliance with federal regulations. After two years of operation, each Pell-eligible program will have to undergo a “best interest determination,” a quality assessment by corrections agencies. They’ll be judged on four metrics, including how credit transfer, instructor credentials and academic and career advising compare to what’s available on colleges’ other campuses, and whether students can easily continue their studies upon release.

But colleges should aim to surpass those standards, Castro said, and use research like Vera’s to do so.

“If we want students to have high-impact experiences, if we want students to have high levels of student engagement, if we want students to have transformational undergraduate experiences and if we want them to get well-paying jobs with dignity and respect, we on the higher ed side, we have research to tell us what kinds of experiences students need,” she said.

Delaney said one of the main takeaways of the report is that college-in-prison programs need not just high-caliber academic offerings but more robust student support services.

“We’ve learned through Second Chance Pell how to provide college courses in prison,” she said. “And the next step we need to take is to figure out how to deliver all of the experiences of college.”

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Faculty of Education academics present research papers at CES conference

• In Community
• 12:48, 05 Jul 2024

Four academics from the Department of Early and Primary Education  within the Faculty of Education presented three collaborative research papers at the Conference of Childhood, Education and Society held in Istanbul between 27   and 29 June 2024. 

This international conference was convened by Prof Mehmet Toran and hosted by Istanbul Kültür University, Turkey. The overarching theme of the conference was Cha(lle)nging Childhoods: Reimagine Childhood in Uncertainty and Inequity.

• Dr Josephine Deguara , Dr Josephine Milton and Dr Charmaine Bonello presented the paper titled  ‘Navigating educational inequalities beyond the pandemic: Parents’ perspectives on ensuring a more equitable education for children’
• Dr Rosienne Camilleri and Dr Tania Muscat were not present at the conference, however they contributed to this research project as part of the ECPE Research Group
• Dr Shirley Ann Gauci (from MCAST) and  Dr Josephine Deguara  presented the paper, 'Exploring educators' perspectives and positions of children in their understanding of an emergent curriculum: children's agency in pedagogical decision-making'. Dr Liz Chesworth (University of Sheffield) contributed to the study but did not attend the conference
• Dr Charmaine Bonello  and Dr Anna Baldacchino presented a collaborative paper titled ‘The emergent curriculum in 21 st -century early years contexts: A systematic literature review’. This research was conducted in collaboration with Prof. Carmen Dalli (Victoria University of Wellington) and Ms Nathalie Lombardi Calleja as foundational work for the upcoming Routledge book publication, ‘An Emergent Curriculum for the Early Years in Malta: Stories of Professional and Pedagogical Transformation’ (Bonello, Baldacchino & Dalli, 2024).

The Conference of Childhood, Education and Society brought together participants from 31 countries. This international dimension offered enriching presentations for sharing research and ideas leading to valuable discussions that contributed to the various insights and understandings of early childhood education and care from multiple perspectives.

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