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Date: April 30, 2024 Tue
Time: 3:56 am
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Results for prison education
4 results foundAuthor: Giles, Margaret Title: Welfare and recidivism outcomes of in-prison education and training Summary: This report represents the final stage of a three-phase study of the project "Labour market outcomes of education and training during incarceration". The two earlier phases were the extraction of WA Department of Corrective Services (WADCS) prison and training data (Phase 1), and the extraction of Centrelink (CL) welfare data and the linkage of these data with the WADCS data (Phase 2). Analysis of the contribution of in-prison study to reduced recidivism and reduced welfare dependence (Phase 3) is reported here. Phase 1 of the overarching project involved the extraction of five years of prisoner data (including socio-demographics, offences and prison education and training information) from the WADCS. The data were then cleaned and sorted and a Linkage Key (based on 14 alpha-numeric characters take from surname, given name, date of birth and gender) was constructed. Descriptive statistics were produced. The data included prisoners who had been in prison at any time during the period 1 July 2005 to 30 June 2010 (Giles and Whale 2013). Phase 2 of the overarching project involved two steps. First, a subset of Centrelink welfare data (including a Linkage Key) was obtained from the Department of Education, Employment and Workplace Relations (DEEWR) on behalf of the Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) which (then) managed Centrelink data. Next these data were merged with the WA prisoner education and training dataset constructed in Phase 1 to produce a comprehensive longitudinal dataset. This WA prisoner education and welfare dataset contains prisoner/ex-prisoner socio-demographics, offences, prison time, recidivism, study, and welfare reliance (Giles and Whale 2014). Phase 3 of the overarching project, summarised in this report, involved the analysis of the WA prisoner education and welfare dataset constructed in Phase 2 to examine the impact of in-prison study, and other factors, on recidivism and welfare use. The study tested different measures of recidivism, welfare dependence and in-prison study and, using multivariate regression and survival analysis techniques, the relative impacts of in-prison study on post-release outcomes. This report finds that prisoners choose to study if their most serious offence type is Economic Crime and if they were incarcerated earlier in the dataset period. Factors influencing the successful completion of classes are the prisoner being of nonAboriginal and Torres Strait Islander descent or male, the most serious offence type being an offence other than Economic Crime or the sentence type being Fine Default. Fewer prison terms or shorter prison terms can also contribute to all classes being successfully completed. Factors affecting up-skilling include the prisoner being non-Aboriginal and Torres Strait Islander or from rural WA, with sentence type of Fine Default or most serious offence of Economic Crime. Fewer prison terms and longer sentences also contribute to up-skilling. Prisoners who enrol in Forklift Classes or Resources Courses are more likely to up-skill than other prisoners. How study in prison is measured is critical to estimating its influence on post-release outcomes such as recidivism and welfare dependence. Findings in this study include that prisoners who have up-skilled are less likely to recidivate (in terms of increased offence seriousness) and an increased number of successful classes will also reduce recidivism. In addition, ex-prisoners who are best able to remain in the community for longer have studied and successfully completed all their classes. Study also affects welfare dependence, in particular, receipt of unemployment benefits or student allowances. That is, the more classes that were successfully completed or involved up-skilling, the shorter time the ex-prisoners spent on welfare in the immediate post-release period. Although the study was constrained by the variables included in each of the contributing databases, the results confirm the usefulness of prison study generally in reducing reoffending and improving post-release outcomes. Future research could obtain additional data, such as self-report or verified education and employment information, verified physical and mental health status information, and learning disability diagnostic data, which have been shown, in the labour economics literature, to be important confounding factors for labour market participation and success. Details: Canberra: Criminology Research Advisory Council, 2016. 102p. Source: Internet Resource: Accessed January 27, 2017 at: http://crg.aic.gov.au/reports/1516/33-1213-FinalReport.pdf Year: 2016 Country: Australia URL: http://crg.aic.gov.au/reports/1516/33-1213-FinalReport.pdf Shelf Number: 144923 Keywords: Correctional ProgramsPovertyPrison EducationRecidivismVocational Education and TrainingWelfare Recipients |
Author: Cronin, Jake Title: The Path to Successful Reentry: The Relationship Between Correctional Education, Employment and Recidivism Summary: Nearly all Missouri inmates will be released from prison, but the majority of them will reoffend and return to prison. To combat this problem, prisons have implemented educational programs to help offenders successfully reenter society. Using data from the Missouri Department of Corrections, this study evaluates the impact of these educational programs in terms of post-prison employment rates and recidivism rates. The results show that inmates who increase their education in prison are more likely to find a full-time job after prison, and those with a job are less likely to return to prison. Details: Columbia, MO: Institute of Public Policy, Truman Policy Research, Harry S Truman School of Public Affairs, 2011. 6p. Source: Internet Resource: Report 15-2011: Accessed February 18, 2017 at: https://ipp.missouri.edu/wp-content/uploads/sites/2/2014/06/the_path_to_successful_reentry.pdf Year: 2011 Country: United States URL: https://ipp.missouri.edu/wp-content/uploads/sites/2/2014/06/the_path_to_successful_reentry.pdf Shelf Number: 146683 Keywords: Correctional EducationEducational ProgramsEx-Offender EmploymentPrison EducationPrisoner ReentryRecidivism |
Author: Leone, Peter Title: Prison Education: Maximizing the Potential for Employment and Successful Community Reintegration Summary: Re-entering society after incarceration presents a formidable set of challenges. In addition to reconnecting with family and community, successful transition after imprisonment requires a person not only to avoid criminal activity, but also to obtain and sustain employment-or continue along an education pathway. Those best able to navigate this process have developed skills and credentials while incarcerated that are valued by potential employers, training programs, and colleges. In fact, a substantial body of evidence indicates that formerly incarcerated individuals-sometimes referred to as returning citizens-who receive high-quality educational services and supports re-enter their communities, obtain jobs, and become contributing members of society. In Prison Education: Maximizing the Potential for Employment and Successful Community Reintegration, Professors Peter Leone and Pamela Wruble, examine the current landscape of correctional education in Maryland, current barriers to opportunity, and best practices from across the country. Maryland's Department of Public Safety and Correctional Services spent over $1 billion for prison operations in FY2016. At that time, the state's recidivism rate was 40.5%, suggesting that many of those released were unprepared for the transition back to the community. Yet, research shows that well-designed prison education programs have the potential to reduce recidivism, create safer communities, and provide financial benefits. Indeed, Leone and Wruble cite research showing that inmates who participated in a correctional education program had 43 percent lower odds of recidivating than those who did not. Moreover, these programs have returned between $12 and $75 in benefits to the state for each dollar spent. When formerly incarcerated individuals obtain jobs and remain crime free, we all benefit from safer communities, increased tax revenues, and decreased costs associated with crime and imprisonment. Leone and Wruble argue "the time is ripe for a renaissance in correctional education in our state, and high-quality, widely available correctional education is a proven and broadly supported resource to accomplish important criminal justice reform objectives." Specifically, they recommend the following steps: Attract and retain high-quality teachers and education support staff; Improve instructional technology and enable access to the internet for instructional and vocational purposes; Provide meaningful incentives including enhanced credits for inmates who learn new skills, earn certifications, and become more literate through prison education programs; and Improve access to the prison education programs by interested citizens, educators, and nonprofit agencies interested in the welfare of incarcerated people. Details: Baltimore: Abell Foundations, 2017. 12p. Source: Internet Resource: Abell Foundation, Volume 30, no. 6: Accessed February 14, 2018 at: http://www.abell.org/sites/default/files/files/Abell%20Prison%20Education%20Report%2072517%20final.pdf Year: 2017 Country: United States URL: http://www.abell.org/sites/default/files/files/Abell%20Prison%20Education%20Report%2072517%20final.pdf Shelf Number: 149145 Keywords: Correctional Education Ex-Offender Employment Prison EducationPrisoner Reentry Vocational Education and Training |
Author: Champion, Nina Title: Turning 180 Degrees: The Potential of Prison University Partnerships to Transform Learners into Leaders Summary: This report is based on travels to four countries: Belgium, Denmark, Poland and United States (California) to explore prison university partnerships. A typology of ten different models of collaboration is set out in the report: 1. Inside and outside students studying together in prison 2. Professors and former professors teaching/mentoring inside students 3. Outside students teaching/mentoring inside students 4. Inside students attending university on day release 5. Digital and distance learning 6. Pipelines to university after release 7. Staff professional development 8. Participatory research 9. Co-production and co-creation 10. Advocacy and activism The list above reflects the vast array of potential partnership approaches to meet different needs and to suit different establishments. Often these models overlapped, with learners gaining a variety of opportunities to engage with higher education. I visited new and emerging partnerships in Europe and longer-established partnerships in the United States. Meeting many alumni of these programmes in California, who were now community leaders influencing social change, led me to analyse the findings through the lens of leadership. Building on the concept of becoming 'assets to society', a stated outcome of prison education in England (MoJ, 2017), this report assesses the ways in which prison university partnerships build human capital and social capital. I use the Social Change Model of Leadership Development (Higher Education Research Institute, 1996) as a framework to define the individual, group and community values observed in these partnerships, showing how they have the potential to transform learners into leaders and affect change: As well as the benefits, this report outlines the challenges of prison university partnerships, in relation to five key themes: People, Logistics, Content, Resources and Impact. In conclusion, assessing the relevance to the UK, I call for universities to see people in prison as future change-makers and urge criminal justice organisations to focus on developing the leadership capabilities of people with lived expertise to drive social change, particularly at this time of 'prison crisis'. Universities should be at the heart of this movement offering opportunities both in custody and after release as part of their widening participation strategies. Prisons should support this by removing barriers to successful collaboration and by embracing partnership working. Details: Prisoners' Education Trust, 2018. 35p. Source: Internet Resource: Accessed May 3, 2018 at: http://www.prisonerseducation.org.uk/data/Resources/Turning%20180%20Degrees%20FINAL%20VERSION.pdf Year: 2018 Country: United Kingdom URL: http://www.prisonerseducation.org.uk/data/Resources/Turning%20180%20Degrees%20FINAL%20VERSION.pdf Shelf Number: 150037 Keywords: Colleges and UniversitiesCorrectional EducationMentoringPrison EducationPrisoner Rehabilitation |