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Date: November 22, 2024 Fri
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Results for vocational education and training
52 results foundAuthor: Olson, David E. Title: A Process and Impact Evaluation of the Southwestern Illinois Correctional Center Therapeutic Community Program During Fiscal Years 2007 through 2010 Summary: In response to increases in Illinois’ prison population during the late 1980s and early 1990s, low rates of access to substance abuse treatment services while in prison, and high rates of recidivism, in August 1995, the Illinois Department of Corrections opened the Southwestern Illinois Correctional Center (SWICC) as a dedicated substance abuse treatment facility operating under a modified therapeutic community philosophy. The 600-bed minimum security facility for incarcerated adult male inmates operated since 1995 as a prison-based drug treatment program, and was modified and enhanced beginning in October 2006 to include more extensive vocational training, a specialized methamphetamine treatment unit, more sophisticated pre-release planning and mandatory post-release aftercare. This evaluation examines the implementation of these enhanced services and the impact of this new enhanced treatment model at SWICC on recidivism since July 2006, and is the result of a collaborative effort between researchers from Loyola University Chicago, the Illinois Department of Corrections, the Illinois Criminal Justice Information Authority, Treatment Accountability for Safe Communities (TASC), the Safer Foundation, and Community Education Centers (CEC). After four years of operation, covering the period from July 1, 2006 through the end of State Fiscal Year 2010 (June 30, 2010), the evaluation has found the following: The pre-operational target population identified for the program is being served, with those admitted to SWICC having extensive criminal and substance abuse histories, and a substantial unmet need for treatment, vocational and educational programming; As a result of strong support from IDOC executive staff, the SWICC program has been allowed to evolve and be implemented in a manner that has ensured the clinical integrity of the program and the availability of sufficient resources for needed services; During the past four years, the following significant accomplishments and improvements to the operation of the Southwestern Illinois Correctional Center have been experienced: o A consistently low rate of inmates being referred to SWICC who are subsequently determined to not meet the eligibility criteria, and quicker identification and removal of these inmates from SWICC. Overall, less than 5 percent of all inmates admitted to SWICC during the period examined were determined to not meet the eligibility criteria. o A consistently low rate of inmates being removed from SWICC due to disciplinary reasons, despite the serious criminal histories of the population. For every SWICC inmate removed for disciplinary reasons, more than 4 inmates successfully complete the prison-phase of the program; o During the course of program participation, inmates at the Southwestern Illinois Correctional Center improved their levels of psychological and social functioning, and reduced their criminal thinking patterns; and, o The implementation of enhanced pre-release planning for SWICC releasees, including the involvement of a multidisciplinary case staffing team representing the institutional staff, parole and aftercare staff and the inmate. In response to increases in Illinois’ prison population during the late 1980s and early 1990s, low rates of access to substance abuse treatment services while in prison, and high rates of recidivism, in August 1995, the Illinois Department of Corrections opened the Southwestern Illinois Correctional Center (SWICC) as a dedicated substance abuse treatment facility operating under a modified therapeutic community philosophy. The 600-bed minimum security facility for incarcerated adult male inmates operated since 1995 as a prison-based drug treatment program, and was modified and enhanced beginning in October 2006 to include more extensive vocational training, a specialized methamphetamine treatment unit, more sophisticated pre-release planning and mandatory post-release aftercare. This evaluation examines the implementation of these enhanced services and the impact of this new enhanced treatment model at SWICC on recidivism since July 2006, and is the result of a collaborative effort between researchers from Loyola University Chicago, the Illinois Department of Corrections, the Illinois Criminal Justice Information Authority, Treatment Accountability for Safe Communities (TASC), the Safer Foundation, and Community Education Centers (CEC). After four years of operation, covering the period from July 1, 2006 through the end of State Fiscal Year 2010 (June 30, 2010), the evaluation has found the following: The pre-operational target population identified for the program is being served, with those admitted to SWICC having extensive criminal and substance abuse histories, and a substantial unmet need for treatment, vocational and educational programming; As a result of strong support from IDOC executive staff, the SWICC program has been allowed to evolve and be implemented in a manner that has ensured the clinical integrity of the program and the availability of sufficient resources for needed services; During the past four years, the following significant accomplishments and improvements to the operation of the Southwestern Illinois Correctional Center have been experienced: o A consistently low rate of inmates being referred to SWICC who are subsequently determined to not meet the eligibility criteria, and quicker identification and removal of these inmates from SWICC. Overall, less than 5 percent of all inmates admitted to SWICC during the period examined were determined to not meet the eligibility criteria. o A consistently low rate of inmates being removed from SWICC due to disciplinary reasons, despite the serious criminal histories of the population. For every SWICC inmate removed for disciplinary reasons, more than 4 inmates successfully complete the prison-phase of the program; o During the course of program participation, inmates at the Southwestern Illinois Correctional Center improved their levels of psychological and social functioning, and reduced their criminal thinking patterns; and, o The implementation of enhanced pre-release planning for SWICC releasees, including the involvement of a multidisciplinary case staffing team representing the institutional staff, parole and aftercare staff and the inmate.In response to increases in Illinois’ prison population during the late 1980s and early 1990s, low rates of access to substance abuse treatment services while in prison, and high rates of recidivism, in August 1995, the Illinois Department of Corrections opened the Southwestern Illinois Correctional Center (SWICC) as a dedicated substance abuse treatment facility operating under a modified therapeutic community philosophy. The 600-bed minimum security facility for incarcerated adult male inmates operated since 1995 as a prison-based drug treatment program, and was modified and enhanced beginning in October 2006 to include more extensive vocational training, a specialized methamphetamine treatment unit, more sophisticated pre-release planning and mandatory post-release aftercare. This evaluation examines the implementation of these enhanced services and the impact of this new enhanced treatment model at SWICC on recidivism since July 2006, and is the result of a collaborative effort between researchers from Loyola University Chicago, the Illinois Department of Corrections, the Illinois Criminal Justice Information Authority, Treatment Accountability for Safe Communities (TASC), the Safer Foundation, and Community Education Centers (CEC). After four years of operation, covering the period from July 1, 2006 through the end of State Fiscal Year 2010 (June 30, 2010), the evaluation has found the following: The pre-operational target population identified for the program is being served, with those admitted to SWICC having extensive criminal and substance abuse histories, and a substantial unmet need for treatment, vocational and educational programming; As a result of strong support from IDOC executive staff, the SWICC program has been allowed to evolve and be implemented in a manner that has ensured the clinical integrity of the program and the availability of sufficient resources for needed services; During the past four years, the following significant accomplishments and improvements to the operation of the Southwestern Illinois Correctional Center have been experienced: o A consistently low rate of inmates being referred to SWICC who are subsequently determined to not meet the eligibility criteria, and quicker identification and removal of these inmates from SWICC. Overall, less than 5 percent of all inmates admitted to SWICC during the period examined were determined to not meet the eligibility criteria. o A consistently low rate of inmates being removed from SWICC due to disciplinary reasons, despite the serious criminal histories of the population. For every SWICC inmate removed for disciplinary reasons, more than 4 inmates successfully complete the prison-phase of the program; o During the course of program participation, inmates at the Southwestern Illinois Correctional Center improved their levels of psychological and social functioning, and reduced their criminal thinking patterns; and, o The implementation of enhanced pre-release planning for SWICC releasees, including the involvement of a multidisciplinary case staffing team representing the institutional staff, parole and aftercare staff and the inmate. In addition to these enhancements at the Southwestern Illinois Correctional Center, significant accomplishments, enhancements and improvements to the post-release phase of the program have also been evident during the four years of program operation examined in this report, including: o A pattern of aftercare referrals consistent with the pre-operational expectations, with nearly all SWICC releasees receiving referrals to either outpatient or residential treatment services; o A high rate of successful treatment admission among the SWICC releasees, fewer releasees failing to show up for aftercare referrals, and a short length of time between an inmate’s release and placement into aftercare treatment; and, o A high, and increasing rate of successful aftercare treatment completion among the SWICC releasees. Between SFY 2007 and 2010, the proportion of SWICC releasees successfully completing aftercare increased from roughly 58 percent to 71 percent. As a result of the successful implementation of the prison-phase of the Southwestern Illinois Correctional Center, coupled with the post-release aftercare component, the SWICC program has produced the following outcomes: o The earned good conduct credits many of the inmates received at SWICC for their participation in treatment during the first four state fiscal years of operation (SFY 2007-2010) translates into a savings of 376 years of incarceration, which equates to $8.8 million, or $2.2 million per year, in reduced incarceration costs; o As a result of the treatment services and aftercare received, those inmates released from SWICC had a 15 percent lower likelihood of being returned to prison after two years in the community than a statistically similar comparison group of inmates released from Illinois’ other prisons during the same time period. o The largest reductions in recidivism were evident among those SWICC releasees who successfully completed aftercare treatment. Those SWICC graduates who also completed aftercare had a 48 percent lower likelihood of being returned to prison after two years in the community than a statistically similar comparison group. Details: Chicago: Illinois Criminal Justice Information Authority, 2011. 105p. Source: Internet Resource: Accessed April 22, 2011 at: http://www.icjia.state.il.us/public/pdf/ResearchReports/SWICC_Year_3_Evaluations_Report_March_2011.pdf Year: 2011 Country: United States URL: http://www.icjia.state.il.us/public/pdf/ResearchReports/SWICC_Year_3_Evaluations_Report_March_2011.pdf Shelf Number: 121390 Keywords: Correctional Programs (Illinois)Drug OffendersDrug TreatmentSubstance Abuse TreatmentVocational Education and Training |
Author: Lichtenberger, Eric J. Title: The Impact of Vocational Programs on Post-Release Outcomes for Full Completers from the Fiscal Year 1999, 2000, 2001, and 2000 Release Cohorts Summary: This report presents a statistical analysis of post-release outcomes for those prisoners who had completed a vocational program while in prison in Virginia for the fiscal years 1999-2002. Details: Richmond, VA: Center for Assessment, Evaluation, and Educational Programming, Virginia Tech, 2007. 33p. Source: Sprcial Report Series: Report Number 1: Available at the Don M. Gottfredson Library of Criminal Justice, Rutgers University Year: 2007 Country: United States URL: Shelf Number: 12227 Keywords: Correctional ProgramsEx-Offenders, EmploymentPrisoner Reentry (Virginia)RecidivismVocational Education and Training |
Author: Minnesota. Department of Corrections Title: An Evaluation of the Prisoner Reentry Initiative: Final Report Summary: In 2008, the Minnesota Department of Corrections (MNDOC) implemented the Prisoner Reentry Initiative (PRI), a pilot project serving offenders incarcerated at the Minnesota Correctional Facility (MCF)-Faribault who were released to regular supervision in Hennepin and Ramsey counties. PRI was developed on the premise that recidivism can be reduced by enhancing the delivery of critical services and programming to offenders as they make the transition from prison to the community. To improve service delivery, PRI used reentry coordinators who worked closely with institutional and community corrections staff to help connect offender participants to services and programming in both prison and the community that addressed their individual risks, strengths, and needs. In addition, to help participants find post-release employment — one of the main objectives of PRI — the MNDOC contracted with Goodwill/Easter Seals, which provided vocational services that included a work skills and career interest assessment, job search and placement assistance, transitional employment, and skills training. To evaluate whether the PRI pilot project was effective in reducing recidivism, the MNDOC used a quasi-experimental design with a historical comparison group. Offenders who participated in PRI were compared with a similar group of offenders who met the eligibility criteria and were released from MCF-Faribault during the 14 months preceding implementation of PRI to supervision in one of the two participating counties. Recidivism data were collected through the end of June 2010. As a result, the follow-up period ranged from 6 to 18 months, with an average of 12 months. Although this evaluation was unable to comprehensively track the provision of services and programming to offenders in both the PRI and comparison groups, data were collected on the extent to which offenders were able to obtain and maintain employment during the first year following release from prison. Details: St. Paul, MN: Minnesota Department of Corrections, 2011. 32p. Source: Internet Resource: Accessed August 11, 2011 at: http://www.doc.state.mn.us/publications/documents/PRIEvaluationReportFinal.pdf Year: 2011 Country: United States URL: http://www.doc.state.mn.us/publications/documents/PRIEvaluationReportFinal.pdf Shelf Number: 122369 Keywords: Ex-Offenders, EmploymentPrisoner Reentry (Minnesota)RecidivismRehabilitationVocational Education and Training |
Author: Department for Business, Innovation and Skills Title: Making Prisons Work: Skills for Rehabilitation - Review of Offender Learning Summary: Re-offending blights lives and communities, carrying personal, social and economic costs of between £9.5 billion and £13 billion a year. Enabling offenders to have the skills that will make them attractive to employers so that they can find and keep jobs on release or whilst serving a community sentence – becoming an asset rather than a burden to society – makes sense. Whilst our investment in giving offenders the skills they need to help them get and keep jobs is significant, it is a fraction of the prize on offer to all of us if we can prevent the creation of future victims of crime, with the associated economic and social costs, by cutting their reoffending. Skills for Sustainable Growth set out the reforms that will help bring renewed economic growth, improve people’s chances to achieve social mobility, secure greater social justice, and build the Big Society. It recognised that learners need help with support and information to make the right decisions about their future. For offenders, those decisions must be focussed on developing the skills and aptitudes that will secure employment, helping to put offenders on the right path. Breaking the Cycle: Effective Punishment, Rehabilitation and Sentencing of Offenders puts work for offenders at the centre of punishment and rehabilitation, both in custody and the community and, like Skills for Sustainable Growth, enables decision-making and accountability to move decisively away from the centre of government. Both documents put a premium on local-level autonomy and on local-level discretion. This review of offender learning takes us down the same path, setting out our view that we will achieve the most effective results by making offender learning an authentic part of the skills and employment systems that operate at that same local level. Details: London: Department for Business, Innovation and Skills, 2011. 33p. Source: Internet Resource: Accessed February 7, 2012 at http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/m/11-828-making-prisons-work-skills-for-rehabilitation Year: 2011 Country: United Kingdom URL: http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/m/11-828-making-prisons-work-skills-for-rehabilitation Shelf Number: 124019 Keywords: Correctional EducationCorrectional ProgramsOffender Rehabilitation (U.K.)Vocational Education and Training |
Author: Texas. Legislative Budget Board. Title: Windham School District Evaluation Report Summary: The Windham School District (WSD) evaluated the post-release employment impact of Career and Technology Education (CTE) vocational training provided to ex-offenders during their incarceration. The study included those ex-offenders released from prisons and state jails from April 01, 2005 through March 31, 2006. This report examines the relationship between vocational training, employment, and earnings for nearly 40,000 exoffenders. The study indicates: Ex-offenders who completed vocational training while incarcerated were more likely to be employed than those who participated without completing training or those who did not receive vocational training; For all age groups and all levels of academic achievement, vocationally-trained ex-offenders exhibited higher employment rates than those who participated without completing training or those who did not receive vocational training; Vocationally-trained ex-offenders exhibited a higher average salary difference (from first quarter earnings to fourth quarter earnings) and higher average annual earnings than those who participated without completing training or those who did not receive vocational training; Overall, two out of three vocationally-trained ex-offenders who were employed earned income working in one or more occupations related to their vocational training; Vocationally-trained ex-offenders who worked in occupations related to their vocational training had a higher average salary difference (from first quarter earnings to fourth quarter earnings) than those working in unrelated fields; Vocationally-trained ex-offenders exhibited better job retention than those who participated without completing training or those who did not receive vocational training. In general, for all age groups studied, a higher percentage of vocationally-trained ex-offenders retained employment for three consecutive quarters compared to those who did not receive vocational training; Overall, ex-offenders who had attained a GED or high school diploma retained employment longer than those who had not; In the Prison/State Jail study group, ex-offenders with college degrees who completed vocational training gained employment at a higher rate than those with college degrees who did not receive vocational training; Industry certification and working in an occupation related to training appear to enhance job retention. Details: Texas: Legislative Budget Board, 2008. 51p. Source: Internet Resource: Accessed February 22, 2012 at http://www.lbb.state.tx.us/PubSafety_CrimJustice/3_Reports/Windham_School_0208.pdf Year: 2008 Country: United States URL: http://www.lbb.state.tx.us/PubSafety_CrimJustice/3_Reports/Windham_School_0208.pdf Shelf Number: 124229 Keywords: Correctional EducationEmploymentEvaluative StudiesEx-Offenders (Texas)Vocational Education and Training |
Author: MacDonald, Stephen Title: Industry Recognized Certification: A Pathway to Reentry Summary: This report indicates that industry recognized certifications are effective in reducing recidivism by providing inmates with the skills and qualifications that industries look for in their employees; by providing a pool of skilled workers for industries, particularly in high-growth occupations; and can be an effective tool for correctional systems to increase the rate of successful reentry of inmates by providing a foundation upon which a released inmate can build and demonstrate to employers that they are ready to work in their field and add value to the business. Inmates who gain a certification increase the probability of gaining employment and reducing the risk of re-offending. Information is provided on the need for skilled labor, the need for certification, incorporating certifications into a correctional facility, currently available certifications, and possible certifications that will be available in the future. Details: Centerville, UT: MTC Institute, 2010. Source: Internet Resource: Accessed March 10, 2012 at Year: 2010 Country: United States URL: Shelf Number: 124422 Keywords: Correctional EducationEx-Offenders, EmploymentPrisoner ReentryVocational Education and Training |
Author: James, Nathan Title: Federal Prison Industries Summary: UNICOR, the trade name for Federal Prison Industries, Inc. (FPI), is a government-owned corporation that employs offenders incarcerated in correctional facilities under the Federal Bureau of Prisons (BOP). UNICOR manufactures products and provides services that are sold to executive agencies in the federal government. FPI was created to serve as a means for managing, training, and rehabilitating inmates in the federal prison system through employment in one of its industries. By statute, UNICOR must be economically self-sustaining, thus it does not receive funding through congressional appropriations. In FY2009, FPI generated $885.3 million in sales. UNICOR uses the revenue it generates to purchase raw material and equipment; pay wages to inmates and staff; and invest in expansion of its facilities. Of the revenues generated by FPI’s products and services, approximately 80% go toward the purchase of raw material and equipment; 17% go toward staff salaries; and 4% go toward inmate salaries. Although there have been many studies on the recidivism rate and societal factors that may contribute to it, there are only a handful of rigorous evaluations of the effect that participation in correctional industries (i.e., FPI) has on recidivism. What research exists suggests that inmates who participate in correctional industries are less likely to recidivate than inmates who do not participate, but the results are not conclusive. The previous Administration made several efforts to mitigate the competitive advantage UNICOR has over the private sector. Going beyond the previous Administration’s efforts, Congress took legislative action to lessen the adverse impact FPI has caused on small businesses. For example, in 2002, 2003, and 2004, Congress passed legislation that modified FPI’s mandatory source clause with respect to procurements made by the Department of Defense (DOD) and the Central Intelligence Agency (CIA). In 2004, Congress passed legislation limiting funds appropriated for FY2004 to be used by federal agencies for the purchase of products or services manufactured by FPI under certain circumstances. This provision was extended permanently in FY2005. In the 110th Congress, the National Defense Authorization Act for Fiscal Year 2008 (P.L. 110-181) modified the way in which DOD procures products from FPI. In 2011, Congress granted FPI the authority to carry out pilot projects in partnership with private companies to produce items that are currently manufactured outside of the United States. There are several issues Congress might consider as it continues its oversight of FPI, including whether FPI should be involved in emerging technology markets as a way to provide inmates with more job-ready skills for post-release employment and how FPI implements the new authority Congress gave it to enter into partnerships with private manufacturers. Details: Washington, DC: Congressional Research Service, 2011. 14p. Source: CRS Report for Congress RL32380: Internet Resource: Accessed March 18, 2012 at http://www.ndia.org/Divisions/Divisions/SmallBusiness/Documents/Federal%20Prison%20Industries.pdf Year: 2011 Country: United States URL: http://www.ndia.org/Divisions/Divisions/SmallBusiness/Documents/Federal%20Prison%20Industries.pdf Shelf Number: 124582 Keywords: EmploymentFederal Prisons (U.S.)PrisonersRecidivismVocational Education and Training |
Author: Grella, Christine Title: Female Offender Treatment and Employment Project (FOTEP) Final Evaluation Report FY 2003-2006 Summary: The Female Offender Treatment and Employment Project (FOTEP) was initiated in 1999, following legislation requiring the California Department of Corrections and Rehabilitation (CDCR) to provide intensive training and counseling services for female parolees. The goal of FOTEP is to assist female parolees in their successful reintegration into the community following their completion of an in-prison therapeutic community substance abuse program (SAP) and discharge from prison. The FOTEP aims to promote recovery, to improve parenting skills and foster family reunification, and to assist participants in entering the workforce. Details: California Department of Corrections & Rehabilitation, 2008. 10p. Source: FOTEP Final Evaluation Report, FY03-06 DRAFT: Internet Resource: Accessed May 13, 2012 at http://www.cdcr.ca.gov/DARS/docs/FOTEP_EvalRpt_06.pdf Year: 2008 Country: United States URL: http://www.cdcr.ca.gov/DARS/docs/FOTEP_EvalRpt_06.pdf Shelf Number: 125245 Keywords: Community-based CorrectionsFemale Offenders (California)Parolees (California)ReintegrationVocational Education and Training |
Author: Burghardt, John Title: National Job Corps Study: Impacts by Center Characteristics Summary: Job Corps is a major part of federal efforts to provide education and job training to disadvantaged youths. It provides comprehensive services--basic education, vocational skills training, health care and education, counseling, and residential support. More than 60,000 new students ages 16 to 24 enroll in Job Corps each year, at a cost to the federal government of more than $1 billion per year. Currently, the program provides training at 119 Job Corps centers nationwide. The National Job Corps Study is being conducted under contract with the U.S. Department of Labor (DOL) to provide Congress and program managers with the information they need to assess how well Job Corps attains its goal of helping students become more employable, productive citizens. This report is one of a series of reports presenting findings from the study. It examines whether the impacts of Job Corps on students' employment and related outcomes differ according to the characteristics of the Job Corps center that a student attended. Overall, Job Corps increased education and training, increased earnings, and reduced youths' involvement with the criminal justice system. This report asks: Were these positive findings concentrated at centers with certain characteristics or in certain regions of the country, or were they similar across diverse centers in the system? The center characteristics considered are type of operator, student capacity, region of the country, and performance ranking. Details: Princeton, NJ: Mathematica Policy Research, Inc., 2001. 103p. Source: Internet Resource: Accessed September 1, 2012 at: http://www.acinet.org/ReadingRoom/01-jccenter.pdf Year: 2001 Country: United States URL: http://www.acinet.org/ReadingRoom/01-jccenter.pdf Shelf Number: 126180 Keywords: At-risk YouthEmploymentJob Training (U.S.)Vocational Education and Training |
Author: Schochet, Peter Z. Title: National Job Corps Study and Longer-Term Follow- Up Study: Impact and Benefit-Cost Findings Using Survey and Summary Earnings Records Data Summary: Job Corps stands out as the nation’s largest, most comprehensive education and job training program for disadvantaged youths. It serves disadvantaged youths between the ages of 16 and 24, primarily in a residential setting. The program’s goal is to help youths become more responsible, employable, and productive citizens. Each year, it serves more than 60,000 new participants at a cost of about $1.5 billion, which is more than 60 percent of all funds spent by the U.S. Department of Labor (DOL) on youth training and employment services. Because Job Corps is one of the most expensive education and training programs currently available to youths, DOL sponsored the National Job Corps Study (conducted from 1993 to mid-2004) to examine the effectiveness of the program. Mathematica Policy Research, Inc. (MPR), was the prime contractor for the study, with subcontractors Battelle Human Affairs Research Centers and Decision Information Resources, Inc. (DIR). DOL subsequently contracted with MPR to examine longer-term earnings impacts and benefit-cost comparisons using the same Job Corps sample and earnings data from administrative records. The Job Corps evaluation was designed to address the following research questions: • How effective is Job Corps overall at improving the outcomes of its participants? Does the program increase educational attainment and literacy? Does it reduce criminal behavior and the receipt of welfare benefits? And, most importantly, does it improve postprogram employment and earnings? • Do Job Corps impacts differ across groups defined by youth and center characteristics and for residents and nonresidents? Do impacts differ by age, gender, race and ethnicity, arrest history, or educational level? Are impacts associated with center performance level, type of center operator, or center size? • Do program benefits exceed program costs? Is Job Corps a good investment of society’s resources? The Job Corps study is based on an experimental design where, from late 1994 to early 1996, nearly 81,000 eligible applicants nationwide were randomly assigned to either a program group, whose members were allowed to enroll in Job Corps, or to a control group, whose 6,000 members were not. The study research questions have been addressed by comparing the outcomes of program and control group members using survey data collected during the four years after random assignment and using administrative earnings records covering the ten years after random assignment (at which point sample members were between the ages of 26 and 34). This report is the final in a series of project reports presenting impact and benefit-cost findings from this large-scale random assignment evaluation of Job Corps.1 The report serves two main purposes. First, it presents an additional year of earnings impacts to those presented in the previous project report (Schochet and Burghardt 2005) and updates findings from the benefitcost analysis. Second, it places the earnings impact findings in perspective, by providing a comprehensive summary of key study findings across all project reports. Thus, this selfcontained report pulls together and interprets the main evaluation results from the past twelve years. Details: Princeton, NJ: Mathematica Policy Research, Inc., 2006. 98p. Source: Internet Resource: Accessed September 4, 2012 at: http://wdr.doleta.gov/research/FullText_Documents/National%20Job%20Corps%20Study%20and%20Longer%20Term%20Follow-Up%20Study%20-%20Final%20Report.pdf Year: 2006 Country: United States URL: http://wdr.doleta.gov/research/FullText_Documents/National%20Job%20Corps%20Study%20and%20Longer%20Term%20Follow-Up%20Study%20-%20Final%20Report.pdf Shelf Number: 126236 Keywords: Cost-Benefit AnalysisEmployment (U.S.)Ex-Offenders, EmploymentJob TrainingVocational Education and Training |
Author: Fletcher, Del Roy Title: Qualitative Study of Offender Employment Review: Final Report Summary: The Department for Work and Pensions (DWP) commissioned the Centre for Regional Economic and Social Research (CRESR) to undertake a qualitative study of offender employment services, with a specific focus on the progress made in the implementation of the recommendations of the joint DWP/Ministry of Justice (MOJ) offender employment review. The key objectives of the study were to: • identify how well the recommendations of the review have been implemented; • identify the extent to which the changes implemented have contributed to improved offender employment services; • establish what further reforms should be developed to maximise the employment outcomes for offenders; • assist in developing future policy for the offender group; • consider the role of drug treatment services in the offender employment journey. The DWP and MOJ provide a range of support to offenders through their delivery organisations such as Jobcentre Plus and the National Offender Management Service (NOMS). The Skills Funding Agency (SFA) commissions the Offender Learning and Skills Service which provides the majority of prison education in the public sector and seeks to ensure that offenders have the skills and qualifications needed to hold down a job and play a positive role in society. In 2009, the Permanent Secretaries of the DWP and MOJ launched a joint strategic review of offender employment services. The aim was to ‘improve offender employment support by conducting a strategic review of current services offered by DWP and MOJ and implementing improvements to make services more coherent and effective without increasing resources’. Details: London: Department for Work and Pensions, 2012. 65p. Source: Internet Resource: Research Report No 784: Accessed September 4, 2012 at: http://research.dwp.gov.uk/asd/asd5/rports2011-2012/rrep784.pdf Year: 2012 Country: United Kingdom URL: http://research.dwp.gov.uk/asd/asd5/rports2011-2012/rrep784.pdf Shelf Number: 126238 Keywords: Drug OffendersEx-Offenders, Employment (U.K.)ReentryVocational Education and Training |
Author: Skinner, Beth Ann Title: To What Extent Does Prisoners' Mental Illness Undermine Programming Effectiveness? Summary: Careful review of the literature found prison programs having a positive impact on post-release outcomes in employment and lowered recidivism rates. Most of the literature reviewed found negative effects of mental illness on post-release success. This study expands the literature on prison programming and mental illness by examining the dynamics between mental illness, program completion, and post-release success. Furthermore, this research can be linked to Hirschi’s social bond theory, which created a framework to view the relationship between prison programming and increased ties to conventional society through commitment, attachment, and involvement. This study examines the impact of mental illness and prison vocational and educational programming on reentry outcomes (employment rates, length of employment, enrollment in and completion of school, and recidivism) and the relationship between mental illness and program completion. Additionally, the study examines the interactions of mental illness and prison programming on reentry outcomes. The sample consists of male offenders released onto parole in the State of Iowa (N=3426). Vocational training had positive significant effects on employment rates and full-time employment. An additional analysis found a significant indirect relationship between vocational training and recidivism through employment. Mental illness had a negative significant impact on completion of vocational programming, GED classes, and employment outcomes. Furthermore, it was found that having a mental illness significantly increased the likelihood of recidivism. The interaction of mental illness and programming on reentry outcomes did not have a significant impact. However, the interaction of mental illness and vocational programming had a positive significant impact on full-time employment in the opposite direction of prediction. The results inform social work practice and policy on the benefits of prison programming and the negative impact of mental illness on participation in programs and reentry outcomes. Details: Ames, IA: University of Iowa, 2010. 160p. Source: Internet Resource: Dissertation: Accessed September 18, 2012 at: http://ir.uiowa.edu/cgi/viewcontent.cgi?article=2072&context=etd Year: 2010 Country: United States URL: http://ir.uiowa.edu/cgi/viewcontent.cgi?article=2072&context=etd Shelf Number: 126373 Keywords: Mental HealthMentally Ill Offenders (U.S.)Prisoner ReenetryVocational Education and Training |
Author: Didenko, Eugenia Title: Evaluation Report: National Employability Skills Program Summary: Employment is a prevalent and well-documented need among federal offenders (Brews, Luong & Nafekh, 2010; Correctional Service of Canada Review Panel, 2007; Delveaux, Blanchette, & Wickette, 2005; Gillis, 2000; Gillis & Andrews, 2005; Taylor et al., 2008; Trevethan & Rastin, 2003). As one part of the Correctional Service of Canada’s (CSC) employment continuum aimed at providing offenders with employment support from intake to post-release, the National Employability Skills Program (NESP) offers training in the generic, transferable skills necessary to secure and maintain employment in the community. NESP is estimated to have an annual budget of approximately $442,667. The present evaluation was conducted to examine the relevance, implementation, success, and cost-effectiveness of the program. The evaluation found that the employability skills targeted by NESP had consistently been identified as relevant and important for employers across occupational sectors, and that the program was consistent with government-wide and correctional priorities. Since the program’s inception, NESP was delivered to incarcerated offenders across CSC regions by trained facilitators who reported to have performed program activities in accordance with program guidelines. The majority of NESP participants were awarded employability skills certificates from The Conference Board of Canada and improvements in offenders’ employability skills were noted by program facilitators, work supervisors and program participants themselves. Importantly, skill improvements were observed in all twelve employability skills targeted by the program. Overall, NESP participants were as likely as a comparison group to find employment in the community, although women participants were more likely to gain employment than women participants in the comparison group. In addition, participation in NESP was associated with a reduced likelihood of any first return to custody and a first return for new offence. When the treatment effect of the program was examined separately for different offender subgroups, these results only held true for male participants. Several program design and implementation issues appeared to have contributed to the limited treatment effect on examined community correctional outcomes. For example, although participants were expected to apply the employability skills they acquired through the program in their immediate work environment, some institutional work assignments did not appear to have provided such opportunity. Also, many work supervisors reported that they were not familiar with NESP and did not consistently perform program activities. Program facilitators, on the other hand, identified the need to revise the curriculum content and teaching methods to be more applicable to the offender population and the types of jobs they would likely obtain upon release, and to foster hands-on learning in the classroom. It is worth acknowledging that the scope of twelve employability skills taught as part of the NESP curriculum was deemed appropriate given the review of the literature and feedback received by program stakeholders. Additional relevant employability skills, such as computer skills, were also identified as important for meeting the needs of employers. NESP has been mostly delivered to offenders with identified employment needs. Specifically, 77% of all program participants had their employment needs assessed as some or considerable at intake to federal custody and, when the Quebec Region was excluded from this analysis due to the apparent differences in assessment practices, the proportion of offenders with some or considerable employment need increased to 89%. Furthermore, NESP may not be accessible by all offenders who may be in need of employability skills development. For instance, despite an identified employment need, if an offender did not have an institutional work assignment, he or she would not be eligible to participate in or access NESP services. Overall, NESP participants tended to have higher levels of motivation and reintegration potential and lower levels of overall need and overall risk compared to the general incarcerated offender population. NESP was designed to improve participants’ ability to acquire and maintain employment in the community; however, there was no formal linkage between NESP and employment services and opportunities in the community. Program stakeholders indicated that enhanced linkage to community employment opportunities would be beneficial to NESP participants. Finally, cost-effectiveness of the program could not be examined as part of the evaluation due to a lack of accurate and reliable financial data. In summary, the evaluation found that participation in NESP was associated with significant improvements in program participants’ employability skills levels. Positive treatment effect was also observed on some community correctional outcomes, such as job attainment and decreased rates of return to federal custody, albeit not for all offender groups. Further, the evaluation identified issues related to the design and delivery of NESP, as well as program governance and financial management. To address identified program issues and thus to enhance offenders’ outcomes, this evaluation report makes several recommendations, focusing specifically on the design and delivery of NESP. The implementation of the recommended changes should, however, be contingent upon full examination of the existing comparable employability programs and services offered across the regions. Details: Ottawa: Correctional Servivce Canada, 2010. 103p. Source: Internet Resource: File 394-2-83: Accessed February 27, 2013 at: http://www.csc-scc.gc.ca/text/pa/ev-nesp-394-2-83/nesp-394-2-83-eng.pdf Year: 2010 Country: Canada URL: http://www.csc-scc.gc.ca/text/pa/ev-nesp-394-2-83/nesp-394-2-83-eng.pdf Shelf Number: 127734 Keywords: Ex-Offenders Employment (Canada)Vocational Education and Training |
Author: Visher, Christy A. Title: Workforce Development Program: Experiences of 80 Probationers in the U.S. Probation Office, District of Delaware Summary: Individuals returning home from prison face several common issues including finding housing, creating ties with family and friends, finding a job, abstaining from alcohol and drug abuse, resisting peer pressure to continue involvement in crime, and supervision requirements (Petersilia 2001; Seiter & Kadela 2003). One issue that has been receiving increased attention is employment and job readiness. Previous research has identified unemployment as an important predictor of recidivism (Seiter & Kadela, 2003; Uggen 2000; Visher, Debus, & Yahner 2008). However, for many ex‐offenders, finding a job after being released from prison can be a very stressful and difficult process. In some cases, they may have not had a legitimate job prior to incarceration, or they may have not been able to keep a legitimate job for a long period of time. Sometimes they may lack the necessary education or skills to obtain employment that will provide them enough income to sustain themselves. The additional burden of a criminal record also limits their prospects for many types of jobs. These individuals also face difficulties staying employed; adjusting to a new schedule, changing attitudes, and dealing with a greater level of responsibility can often be very challenging (Buck, 2000; Harris & Keller, 2005; Holzer, Raphael & Stoll, 2002). Over the past several years more research has been geared toward program evaluation and outcome assessment to determine what types of prisoner reentry programs, policies, and services work and which do not. Results from these studies help to develop evidence‐based practices that can lead to great efficiency and accountability for programs aimed at assisting men and women in their transition from prison back into the community. One specific program developed for ex‐offenders is the federal Workforce Development Program. This initiative has been piloted in several federal probation offices and involves providing men and women under community supervision with assistance to increase their job readiness (including education and vocational skills), identify potential employers, and develop resumes and interview skills with the goals of obtaining full‐time employment and reducing recidivism. While this initiative is still fairly new, preliminary research has found the program to increase employment and reduce recidivism in several jurisdictions including Missouri, Louisiana, and Vermont. In late 2006, the U.S. Probation Office, District of Delaware in Wilmington, Delaware decided to implement this program to improve employment and decrease recidivism for a group of higher risk probationers. Several recent reports on reentry programs and policies suggest that targeting high‐risk individuals is an important component of an evidence‐based reentry strategy (National Research Council 2007; Solomon et al. 2008). The purpose of this report is to present results of a pilot study to track the progress of federal probationers1 under the jurisdiction of the Delaware office after one year of being involved in the workforce development program, and assess the program’s effects on employment and recidivism. The report includes a description and assessment of the Workforce Development Program in Delaware and a comparison of the Workforce Development participants with probationers in two districts without workforce development programs. Details: Newark, DE: Center for Drug and Alcohol Studies University of Delaware, 2009. 20p. Source: Internet Resource: Accessed March 1, 2013 at: http://madcp.dreamhosters.com/sites/default/files/3E%20Workforce%20Dvlpmnt%20Issues%20Final%20Report.pdf Year: 2009 Country: United States URL: http://madcp.dreamhosters.com/sites/default/files/3E%20Workforce%20Dvlpmnt%20Issues%20Final%20Report.pdf Shelf Number: 127752 Keywords: EmploymentPrisoner ReentryProbationers (Delaware, U.S.)Rehabilitation ProgramsVocational Education and Training |
Author: Scottish Parliament. Justice Committee Title: 5th Report, 2013 (Session 4): Inquiry Into Purposeful Activity in Prisons Summary: 1. The Justice Committee believes that the effective rehabilitation of offenders is vital in order to reduce crime levels, reduce the economic and social costs of crime and help create a safer Scotland. It also enables those individuals who have offended, for a variety of reasons, to choose a better life for themselves, their families and communities. 2. A key element of rehabilitation is the recognition of those factors which cause some people to offend and the appropriate level of support to help them develop the skills, experiences and confidence to address these factors and change their behaviour. The Committee recognises that this process takes time and resources. The Committee also recognises, however, that evidence shows this process works. In addition, the Committee believes that this time and those resources can be justified given the significant time and resources currently spent by the police, courts, prison service and wider criminal justice system in connection with reoffending. 3. The Committee believes that, as well as punishing offenders by taking away their liberty, the prison system has an important role to play in rehabilitating offenders. In fact, rehabilitation must start in prison and, to be most effective, must also continue after release when, most often, offenders are back in the environment where they committed their crimes. 4. Purposeful activities, of an educational, counselling, work nature and such others as family contact, are a fundamental element of the rehabilitation process. They can help prisoners address any personal issues that may have contributed to their offending behaviour and help develop the working routine, education, skills and experience necessary to find employment on release and lead a stable, non-offending life. 5. The recommendations of the Committee are included. Details: Edinburgh: Scottish Parliament, 2013. 42p. Source: Internet Resource: Accessed April 6, 2013 at: http://www.scottish.parliament.uk/S4_JusticeCommittee/Reports/jur-13-05w.pdf Year: 2013 Country: United Kingdom URL: http://www.scottish.parliament.uk/S4_JusticeCommittee/Reports/jur-13-05w.pdf Shelf Number: 128301 Keywords: Correctional ProgramsInmatesPrisoners (Scotland)Rehabilitation ProgramsVocational Education and Training |
Author: Pawasarat, John Title: Wisconsin’s Mass Incarceration of African American Males: Workforce Challenges for 2013 Summary: Among the most critical workforce issues facing Wisconsin are governmental policies and practices leading to mass incarceration of African Americans men and suspensions of driving privileges to low-income adults. The prison population in Wisconsin has more than tripled since 1990, fueled by increased government funding for drug enforcement (rather than treatment) and prison construction, three-strike rules, mandatory minimum sentence laws, truth-in-sentencing replacing judicial discretion in setting punishments, concentrated policing in minority communities, and state incarceration for minor probation and supervision violations. Particularly impacted were African American males, with the 2010 U.S. Census showing Wisconsin having the highest black male incarceration rate in the nation. In Milwaukee County over half of African American men in their 30s have served time in state prison. This report uses two decades of state Department of Corrections (DOC) and Department of Transportation (DOT) files to assess employment and training barriers facing African American men with a history of DOC offenses and DOT violations. The report focuses on 26,222 African American males from Milwaukee County incarcerated in state correctional facilities from 1990 to 2012 (including a third with only non-violent crimes) and another 27,874 men with DOT violations preventing them from legally driving (many for failures to pay fines and civil forfeitures). Prison time is the most serious barrier to employment, making ex-offender populations the most difficult to place and sustain in full-time employment. When DOT driver’s licensing history is also considered, transportation barriers make successful labor force attachment even less likely. Yet, most of the recent state policy discussions about preparing the Wisconsin workforce and debates over redistribution of government job training dollars have largely ignored African American men and relegated ex-offender populations to a minor (if not invisible) place in Wisconsin’s labor force. • This paper quantifies Milwaukee County African American male populations in need of increased workforce policy attention and program support. • Proposed changes in state policies and legislation have been brought forward by religious groups, the Milwaukee County District Attorney, The Sentencing Project, and others to reduce Wisconsin’s levels of incarceration. They deserve serious consideration. • Programs to address reentry and workforce needs are currently operated by the Department of Corrections and non-profit organizations but serve only a small portion of those in need. These should be expanded and tested for their effectiveness. • Recognizing that there is no quick fix for ex-offender populations, the cost savings from reductions in the prison population should be used to fund employment and training programs for those in and out of corrections and to support programs to assist those without driver’s licenses, an essential employment credential. • The Windows to Work, a joint effort between the DOC and workforce investment boards, should be expanded. If successful, these efforts will save the state money, help ensure public safety, and reduce recidivism. Details: Milwaukee: Employment and Training Institute, University of Wisconsin-Milwaukee, 2013. 33p. Source: Internet Resource: Accessed May 8, 2013 at: http://www4.uwm.edu/eti/2013/BlackImprisonment.pdf Year: 2013 Country: United States URL: http://www4.uwm.edu/eti/2013/BlackImprisonment.pdf Shelf Number: 128680 Keywords: African AmericansEx-Offender EmploymentInmatesPrisoner ReentryPrisoners (Wisconsin, U.S.)Vocational Education and Training |
Author: Armstrong, Gaylene Title: Evaluation of the Windham School District Correctional Education Programs Summary: The Windham School District (WSD) provides educational services to the eligible offender population within the Texas Department of Criminal Justice. Approximately 63,000 offenders participated in services during the 2011-2012 school year. Sam Houston State University researched and reported on offender outcomes based on various levels and types of participation in educational programs. After a review of research and program descriptions, the findings will provide a general overview from a service delivery perspective. Next, the report examines the impact of WSD program delivery on offender outcomes, specifically the advancement of educational achievement levels and recidivism. Finally, this report presents the results of the impact of participation in WSD programs on average quarterly wages for those offenders employed subsequent to their FY2009 release. All investigative findings should take into consideration that the study found that as legislatively mandated, the WSD prioritizes services for offenders with high risk characteristics. However, because offenders within the TDCJ are not individually identified as high or low risk for re-incarceration, measuring the impact of programming to recidivism was challenging. An individual program assessment of the pre-release program, CHANGES, is not included in the study because significant curriculum revisions infusing cognitive skills were made during the 2009 school year. However, CHANGES students were included as participants in applicable cohorts of the study. A Brief Comparison of Literature Review and Study Findings Literature: Research has indicated that program intensity and duration of rehabilitation programs are directly related to positive outcomes, including recidivism, for certain offenders. Finding: Each WSD program demonstrated to a statistically significant degree that higher levels of program exposure decreased the likelihood of WSD offender re-incarceration. Literature: The higher the overall education level of the offender, the less likely they are to recidivate. Finding: Advances in educational achievement levels, specifically reading, led to much lower re-incarceration levels in many cases. Offenders who participated in WSD adult basic education programs had significantly higher reading, math and language grade equivalency scores as well as overall composite scores upon release in FY2009 as compared to non-participants. Literature: Research found that participants were 1.7 times more likely to be employed upon release to the community. Finding: WSD offenders who earned a GED were even more likely to report post-release earnings as compared to non-WSD offenders. Literature: Empirical evidence suggests correctional education participation results in an increased likelihood of success in obtaining and maintaining employment and higher wage earnings for former offenders. Finding: WSD offenders who had a higher level of reading ability as indicated by their reading category were more likely to report post-release earnings. Furthermore, participants in WSD programs improved their reading ability an average of two grade levels. Literature: Studies have shown that offenders who participate in correctional education programs have higher rates of employment upon release and participating offenders earn higher wages in each successive year. Finding: On average, WSD offenders earned higher wages per quarter as compared to Non-WSD offenders. Literature: Researchers have found that individuals who obtain meaningful, quality employment upon release have lower recidivism rates than those who obtain employment of a lesser quality. Finding: Obtaining Vocational Certification certificates further bolstered earnings within WSD offender groups. WSD offenders who earned vocational certifications on average earned $3,180.81 per quarter as compared to WSD offenders who engaged in vocational programming but did not earn certification who on average earned $2,795.37 per quarter. Literature: Findings are relatively consistent in that participation in correctional education reduces recidivism. Finding: Overall, younger offenders (<35) were significantly more likely to re-offend in contrast to offenders above the age of 35; however, within both age groups, educational achievement of WSD offenders had a suppression effect on re-incarceration. Literature: Cognitive-behavioral treatment is well-established as an effective method for adjusting maladaptive thinking and producing positive behavioral outcomes. Finding: WSD offenders who completed the Cognitive Intervention Program (CIP) earned significantly higher wages when post-release earnings were reported as compared to non-CIP participants. Further Considerations Future evaluation efforts should consider the examination the impact of consecutive or concurrent enrollment. Given that more than 43 percent of the offenders in this sampling time frame were incarcerated on more than one occasion, future consideration should be given to program involvement across various periods of incarceration. Future evaluations should compare differences between offenders exposed to a single correctional education program with those exposed to multiple programs. Details: Austin, TX: Sam Houston State University, 2012. 72p. Source: Internet Resource: Accessed June 6, 2013 at: http://www.windhamschooldistrict.org/reports/WSD_Rider6_Response.pdf Year: 2012 Country: United States URL: http://www.windhamschooldistrict.org/reports/WSD_Rider6_Response.pdf Shelf Number: 128972 Keywords: Correctional Education Programs (Texas, U.S.)RecidivismRehabilitation ProgramsVocational Education and Training |
Author: Knight, Victoria Title: A Study to Identify How 16 + Young Offenders across Leicestershire Engage with Education, Training or Employment Summary: This research is in response to Leicestershire Youth Offending Service’s (YOS) targets with respect to 16+ year old young offenders’ educational, training and employment (ETE) status. They have found that a high proportion of this cohort is failing to engage or partially engage with ETE. Using information that is already collected by the YOS, De Montfort University’s Community and Criminal Justice Division were asked to explore how this might inform their practice and identify risks about this particular group. This report is divided into sections which include context of the study, and includes some literature, methodology, findings and conclusions. The conclusion also offers a summary of the findings with also some potential indicators about ETE amongst 16 + young offenders, which might offer guidance for practitioners. Details: Leicester, UK: De Montfort University, Community and Criminal Justice Division, 2010. 24p. Source: Internet Resource: Accessed June 18, 2013 at: https://www.dora.dmu.ac.uk/ Year: 2010 Country: United Kingdom URL: https://www.dora.dmu.ac.uk/ Shelf Number: 129025 Keywords: Educational ProgramsEmployment ProgramsOffender RehabilitationVocational Education and TrainingYoung Adult Offenders (U.K.) |
Author: Wilkinson, Katherine Title: An Evaluation of The Prison Radio Association's Activity: Final Report Year 1. The West Midlands Prison Radio Taster Project Summary: The Prison Radio Association (PRA) was set up in 2005 and achieved charitable status in 2006. The PRA continues to contribute to the reduction of re-offending by capitalising on the opportunity prison provides to stop people offending for good. The Association is committed to the ways in which prison radio can provide a unique and innovative way to engage offenders (regardless of age, ethnic origin, gender or faith) in education; particularly those hard to reach offenders disenfranchised by the educational system. The PRA currently works with over 40 prisons across England and Wales. In 2007, the Prison Radio Association and partners developed a two week taster course in radio production for delivery in six prisons across the West Midlands, entitled: the West Midlands Prison Radio Taster Project. The objectives of this project were firstly, overall project delivery, which consisted of the recruitment of a radio trainer, developing a radio training course which embeds basic skills and the delivery of the taster courses in six prisons. The wider objectives concerned raising awareness of the potential of radio training to embed basic skills and to examine sustainability within prison service education. The findings of the external evaluation conducted by the Hallam Centre for Community Justice are presented in this report. Details: Sheffield, UK: Hallam Centre for Community Justice Sheffield Hallam University, 2008. 62p. Source: Internet Resource: Accessed August 5, 2013 at: http://www.cjp.org.uk/publications/academic/ Year: 2008 Country: United Kingdom URL: http://www.cjp.org.uk/publications/academic/ Shelf Number: 129521 Keywords: Prison RehabilitationPrisoners (U.K.)RecidivismVocational Education and Training |
Author: Wilkinson, Katherine Title: An Evaluation of the Prison Radio Association's Activity, Year 3: The Way Forward Summary: The PRA developed a strategic three year activity plan (2007- 2009) which has been evaluated annually by the Hallam Centre for Community Justice at Sheffield Hallam University. In 2009, key PRA objectives were to continue to provide prisons with support to set up their own radio projects, to host the Second Annual Conference and Awards Ceremony, to develop a National Prison Radio Service (NPRS) and to develop a sustainable funding strategy and press strategy. The findings of the evaluation of these three activity areas are contained within the main body of this report. Details: Sheffield, UK: Hallam Centre for Community Justice, Sheffield Hallam Unviersity, 2010. 41p. Source: Internet Resource: Accessed August 5, 2013 at: http://www.cjp.org.uk/publications/academic/ Year: 2010 Country: United Kingdom URL: http://www.cjp.org.uk/publications/academic/ Shelf Number: 129522 Keywords: Prisoner RehabilitationPrisoners (U.K.)RecidivismVocational Education and Training |
Author: Abramsky, Sasha Title: A Second Chance: Charting a New Course for Re-Entry and Criminal Justice Reform Summary: "A Second Chance" examines the impact of four barriers that make re-entry more difficult and recidivism more likely - predatory prison phone rates; inadequate access to education; restrictions on employment; and restrictions on voting. The report discusses the consequences of these practices and makes a series of policy recommendations regarding their reform. Details: Washington, DC: Leadership Conference Education Fund, 2013. 36p. Source: Internet Resource: Accessed November 23, 2013 at: http://civilrightsdocs.info/pdf/reports/A_Second_Chance_Re-Entry_Report.pdf Year: 2013 Country: United States URL: http://civilrightsdocs.info/pdf/reports/A_Second_Chance_Re-Entry_Report.pdf Shelf Number: 131680 Keywords: Criminal Justice ReformEx-Offender EmploymentFelony DisenfranchisementPrisoner ReentryPrisoners (U.S.)Vocational Education and Training |
Author: Davis, Lois M. Title: How Effective is Correctional Education, and Where Do We Go from Here? The Results of a Comprehensive Evaluation Summary: Each year, more than 700,000 incarcerated individuals leave federal and state prisons; within three years of release, 40 percent will have committed new crimes or violated the terms of their release and be reincarcerated. Although a number of factors impede the ability of ex-offenders to successfully reintegrate into communities and, thus, affect recidivism rates, one key factor is that many ex-offenders do not have the knowledge, training, and skills to support a successful return to their communities. Research, for example, shows that ex-offenders, on average, are less educated than the general population: 37 percent of individuals in state prisons had attained less than a high school education in 2004, compared with 19 percent of the general U.S. population age 16 and over; 16.5 percent of state prisoners had just a high school diploma, compared with 26 percent of the general population; and 14.4 percent of state prison inmates had at least some postsecondary education, compared with 51 percent of the general U.S. adult population. Moreover, literacy levels for the prison population also tend to be lower than that of the general U.S. population. This lower level of educational attainment represents a significant challenge for exoffenders returning to local communities, because it impedes their ability to find employment. A lack of vocational skills and a steady history of employment also have an impact, with research showing that incarceration impacts unemployment and earnings in a number of ways, including higher unemployment rates for ex-offenders and lower hourly wages when they are employed. Also, individuals being released to the community face a very different set of job market needs than ever before, given the growing role of computer technology and the need for at least basic computer skills. Given these gaps in educational attainment and vocational skills and the impact they have on ex-offenders, one strategy is to provide education to inmates while they are incarcerated, so that they have the skills to support a successful return to their communities. Historically, support for educational programs within correctional settings has waxed and waned over time as the nations philosophy of punishment has shifted from rehabilitation to crime control. Although there is general consensus today that education is an important component of rehabilitation, the question remains: How effective is it in helping to reduce recidivism and improve postrelease employment outcomes? The question is especially salient as the nation as a whole and states in particular have struggled with the need to make spending cuts to all social programs due to the recession of 2008 and its long aftermath. With funding from the Second Chance Act of 2007 (Pub. L. 110-199), the U.S. Justice Department's Bureau of Justice Assistance awarded RAND a cooperative agreement in 2010 to comprehensively examine 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. The study was designed to address the following key questions of importance to the field of correctional education: 1. What is known about the effectiveness of correctional education programs for incarcerated adults? 2. What is known about the effectiveness of correctional education programs for juvenile offenders? 3. What does the current landscape of correctional education look like in the United States, and what are some emerging issues and trends to consider? 4. What recommendations emerge from the study for the U.S. Department of Justice and other federal departments to further the field of correction education, and where are there gaps in our knowledge? What promising practices, if any, emerge from this review and evaluation? To address these questions, we used a mixed-methods approach. This report first presents a summary of the prior systematic literature review and meta-analysis of adult correctional education programs (Davis et al., 2013), which included studies completed between 1980 and 2011. It then presents two new sections: a systematic literature review of primary studies of correctional education programs for juveniles and a nationwide web-based survey of state correctional education directors. We conclude with a set of recommendations for moving the field forward. For purposes of our study, we defined correctional education for incarcerated adults as including the following: - Adult basic education: basic skills instruction in arithmetic, reading, writing, and, if needed, English as a second language (ESL) - Adult secondary education: instruction to complete high school or prepare for a certificate of high school equivalency, such as the General Education Development (GED) certificate - Vocational education or career technical education (CTE): training in general employment skills and in skills for specific jobs or industries - Postsecondary education: college-level instruction that enables an individual to earn college credit that may be applied toward a two- or four-year postsecondary degree. To meet our definition of correctional education, the program had to be administered at least partly within a correctional facility. Programs that also included a postrelease transition component remained eligible as long as part of the program was administered in a correctional setting. For the juvenile program systematic review, we define incarcerated youth as individuals under age 21 who are legally assigned to correctional facilities as a result of arrest, detainment for court proceedings, adjudication by a juvenile court, or conviction in an adult criminal court (Office of Juvenile Justice and Delinquency Prevention, 2013). We define correctional education as any academic or vocational education/CTE program provided within the correctional facility setting, regardless of jurisdiction. As with our adult review, we permitted eligible interventions for juveniles to include an aftercare (postrelease) component, but the interventions had to be delivered primarily in the correctional facility. Details: Santa Monica, CA: RAND, 2014. 156p. Source: Internet Resource: Accessed April 19, 2014 at: http://www.rand.org/content/dam/rand/pubs/research_reports/RR500/RR564/RAND_RR564.pdf Year: 2014 Country: United States URL: http://www.rand.org/content/dam/rand/pubs/research_reports/RR500/RR564/RAND_RR564.pdf Shelf Number: 132085 Keywords: Correctional EducationEmploymentEx-OffendersRecidivismReentryRehabilitation Vocational Education and Training |
Author: Reichert, Jessica Title: Evaluation of the 2013 Community Violence Prevention Programs Youth Employment Program Summary: In 2013, the Community Violence Prevention Program's Youth Employment Program (YEP) offered job readiness training, mentoring, and summer employment to approximately 1,800 youth participants in 24 Chicago-area communities. The evaluation of YEP was designed to guide programmatic enhancements and funding decisions. Researchers used multiple surveys of program staff and participants in order to obtain feedback on trainings for participants, the employment component, mentoring component, and general program operations. The following are key findings from the evaluation of YEP. About the trainings -- - According to administrative data, 1,924 youth enrolled in job readiness training, 1,686 completed training, and 1,750 created resumes. - Job readiness training participants agreed or strongly agreed that the training was well designed (72 percent, n=537), questions were answered (80 percent, n=598), materials were useful (71 percent, n=586), trainers were knowledgeable (84 percent, n=629), and they gained a better sense of what it takes to obtain and maintain a job (82 percent, n=610). - Mentor training participants agreed or strongly agreed that the training was well designed (88 percent, n=120), questions were answered (89 percent, n=121); training materials were useful (89 percent, n=122), trainers were knowledgeable, and they gained a sense of what it takes to be a mentor (84 percent, n=115). - Many job readiness training participants wanted to spend more time on developing a resume or filling out applications (n=48) and building their skills in interviewing (n=44). - Some youth wanted to spend less training time on how to dress for a job (n=45) and hygiene (n=31). - A majority of youth participants (73 percent, n=633) stated that in the job readiness training, they learned speaking and listening skills for the job and the importance of attendance (73 percent, n=632). - Most youth participants (85 percent, n=733) thought the job readiness training helped prepare them for their jobs. - Some mentor training participants suggested having more interaction between youth and mentors (n=13) and discussion on how to deal with problems, crises, or emergencies (n=10). - Mentor training participants recommended the training cover additional mentor skills, such as how to interact with a mentee, build rapport, communicate; including conversation topics, make good first impressions, establish boundaries, and learn their role as mentor (n=21). - Many mentor training participants (30 percent) commented that nothing would improve the training (n=41). Details: Chicago, IL: Illinois Criminal Justice Information Authority, 2014. 102p. Source: Internet Resource: Accessed July 25, 2014 at: http://www.icjia.state.il.us/public/pdf/ResearchReports/Evaluation_YEP_Report_062014.pdf Year: 2014 Country: United States URL: http://www.icjia.state.il.us/public/pdf/ResearchReports/Evaluation_YEP_Report_062014.pdf Shelf Number: 132775 Keywords: At-Risk Youth (Illinois)Delinquency PreventionEmploymentMentoringVocational Education and Training |
Author: Nolan, Amanda Title: Outcomes for Offender Employment Programs: Assessment of CORCAN Participation Summary: What it means While CORCAN participation supports offender reintegration by helping offenders obtain employment after release, results of this research also highlight the importance of assisting offenders in retaining their initial employment to help decrease their likelihood of reoffending. Findings further highlight the importance of community employment in reducing the likelihood of reoffending and readmission to federal custody. What we found - 61% of offenders employed with CORCAN were granted day parole, compared to 41% of offenders employed with Correctional Service Canada (CSC) institutional employment (excluding CORCAN), and 51% of offenders who were not employed in the institution. - Offenders employed with CORCAN were 1.09 times more likely than offenders employed in non-CORCAN institutional employment and 1.37 times more likely than offenders not institutionally employed to obtain a job in the community, even after controlling for important risk factors. - Community Employment Centre (CEC) participation, as well as vocational certification in addition to CORCAN employment were both found to contribute to an increased likelihood of obtaining a job in the community. - Involvement in CORCAN employment was not found to have a significant impact on the length of time that offenders retained their first job post-release. - There was no overall association between CORCAN participation and direct reductions in recidivism (any revocation or revocation with a new offence). - Offenders who were employed in the community, regardless of institutional employment participation, were almost three times less likely to be revoked with a new offence than those who were not employed. Why we did this study Approximately 60% of offenders in the CSC have employment needs identified at intake to federal custody. CORCAN is a key rehabilitation program that focuses on providing offenders with employment and employability skills training. Offenders who participate in CORCAN are afforded the opportunity to develop employment skills though vocational certification and on-the-job skills training during their incarceration. There is a need for CSC to examine the effect of CORCAN participation on key correctional results. What we did The current research compared the outcomes of three study groups: 1) offenders who participated in CORCAN employment, 2) offenders who participated in CSC institutional employment (employment that is not part of CORCAN and involves general work around the institution), and 3) offenders who had no employment assignment during their incarceration. Analyses examined: rates of institutional charges and admissions to segregation, time to and type of first conditional release, community job attainment and retention, and recidivism (any revocation and revocation with a new offence while on conditional release). Details: Ottawa: Correctional Service of Canada, 2014. 41p. Source: Internet Resource: Research Report No. R-283: http://www.csc-scc.gc.ca/005/008/092/005008-0283-eng.pdf Year: 2014 Country: Canada URL: http://www.csc-scc.gc.ca/005/008/092/005008-0283-eng.pdf Shelf Number: 133127 Keywords: Employment ProgramsEx-Offender Employment (Canada)Offender RehabilitationRecidivismVocational Education and Training |
Author: Maryland. Task Force to Study High School Dropout Rates of Persons in the Criminal Justice System Title: School Dropouts and their Impact on the Criminal Justice System Summary: In 2011, the Maryland General Assembly created the Task Force to Study High School Dropout Rates of Persons in the Criminal Justice System. The Governor, the Speaker of the House, and the President of the Senate appointed the members of the Task Force which was directed by statute to: - Compile high school dropout statistics of persons in the criminal justice system; - Conduct a study of the fiscal impact of dropouts on the criminal justice system; - Make recommendations on: o How students could be kept in high school until they graduate; o The availability of continuing education options for incarcerated persons who do hot have a high school diploma; o How inqividuals can be informed of alternative high school education or work-related programs. The dropout problem had its relationship to societal ills has been studied frequently and for decades. From state and national studies it is known that dropping out of school has serious negative consequences for both the student and for society. The Maryland State Board of Education reported in July 20112 that, on average, approximately 8,800 students drop out of school per year in Maryland. - Dropouts are 90% more likely to become involved in the juvenile justice system. - Students who drop out of school often end up in the adult criminal justice system. When dropouts end up in adult prison, they cost Maryland taxpayers over $400 million per year to incarcerate. The failure to fix the dropout problem will continue to cost the State of Maryland millions of dollars. If saving taxpayers' money was our only incentive to fix the dropout problem, that would be enough, but other important incentives also exist. The contributions that career ready students who graduate college can make to Maryland and to this country will improve our economy and add to the health and welfare of our communities. Every student who stays in school is more likely to be a positive factor for society than a student who drops out of school. Every incarcerated person who obtains a high school diploma, or even better, college credits, has a better chance to be a productive member of our community. Since the rewards for fixing the dropout problem are so high, this Task Force Report presents a call for action to Marylanders to work] with a dedicated and unflinching purpose to reduce the dropout rate. This report includes three examples of effective dropout prevention programs in the public school systems of St. Mary's County, Washington County, and Baltimore City. There are also effective programs in other school systems statewide that work to stem the tide of dropouts. Despite the successes of these aforementioned programs and others throughout the state in dropout prevention, more work must be done. Collectively, the Task Force came up with the following goal for Maryland that will be addressed throughout the entire report. Details: Baltimore: The Task Force, 2012. Source: Internet Resource: Accessed October 6, 2014 at: http://dlslibrary.state.md.us/publications/Exec/GOCCP/SB755Ch286_2011.pdf Year: 2012 Country: United States URL: http://dlslibrary.state.md.us/publications/Exec/GOCCP/SB755Ch286_2011.pdf Shelf Number: 133562 Keywords: EducationSchool Dropouts (Maryland)Vocational Education and Training |
Author: Sawanobori, Bunji Title: Industry participation in the correctional mandate in Japan: The case of the Shin-Kurushima Dockyard Summary: The Shin-Kurushima Dockyard is a working shipyard in Ehime prefecture, Japan, which has offered vocational training and experience free of charge to prisoners from Matsuyama prison for over 50 years. It also offers accommodation on the same premises, again free of charge. Prisoners who live and work at the Dockyard are normally granted early release from imprisonment, at about sixty per cent completion of their sentence on average, and their recidivism rate is low in comparison with Japan's average: zero per cent for the last 5 years and 15 per cent for about 30 years from its establishment in 1961 until 1992. This paper explores the participation of the Shin-Kurushima Dockyard in the Japanese criminal justice system, looking at the origins of the project, the dynamics between the prisoners and the local community, and the way that the prisoners live in comparison with mainstream Japanese prisons. The paper also compares statistics on the parole and recidivism rates of Dockyard prisoners with mainstream prisoners. The paper concludes with the observation that access to meaningful work and being treated with dignity and respect have been key to the success of the Shin-Kurushima Dockyard in the criminal justice system. Details: London: Howard League for Penal Reform, 2014. 14p. Source: Internet Resource: Howard League What is Justice? Working Papers 13/2014: Accessed November 26, 2014 at: https://d19ylpo4aovc7m.cloudfront.net/fileadmin/howard_league/user/pdf/Research/What_is_Justice/HLWP_13_2014.pdf Year: 2014 Country: Japan URL: https://d19ylpo4aovc7m.cloudfront.net/fileadmin/howard_league/user/pdf/Research/What_is_Justice/HLWP_13_2014.pdf Shelf Number: 134260 Keywords: Prisoner RehabilitationPrisoners (Japan)PrisonsVocational Education and Training |
Author: Collins-Molden, Jeannette Title: Unlocking Doors for the Locked-Out: How Can Community Colleges Help to Demolish Barriers, Build Bridges, and Transition Male Ex-Offenders into the Workforce Summary: Over 670,000 adult prisoners were released in 2004. It is estimated that by 2010 over 1.2 million inmates will be released annually. The purpose of this study was to explore (a) barriers that male ex-offenders encounter in their pursuit of entering the workforce and (b) various types of education and support services that community colleges could provide in order to assist this marginalized population in overcoming these barriers. This qualitative case study was conducted at a community college offering programs that attracted a population of at least 50% male ex-offenders. Six male exoffender students, four of the case study institution professionals, and two potential employers were interviewed for this study. Observations, documents, demographic questionnaires, and field notes were also used to gather data. The findings indicate clearly that male ex-offenders encounter a number of barriers to their entry into the workforce such as lack of education, recidivism, criminal background, and mindset. Screening, life skills, and connection and job placements were the three themes identified as various types of education and support services that community colleges could provide in order to assist this marginalized population in overcoming these barriers. Details: Chicago: National-Louis University, 2009. 182p. Source: Internet Resource: Dissertation: Accessed December 8, 2014 at: http://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1019&context=diss Year: 2009 Country: United States URL: http://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1019&context=diss Shelf Number: 134284 Keywords: Ex-Offender Employment Ex-Offenders (U.S.) Prisoner Education Prisoner Reentry Vocational Education and Training |
Author: Stocks, Chad Lamar Title: The effects of prison program participation on recidivism of ex-offenders in Mississippi Summary: Correctional education research strongly suggests that an increase in inmates' education will reduce recidivism rates. This study utilized logistic regression techniques to investigate the effects of prison education program participation on recidivism and employment rates. Using this method made it possible to conclude that inmates who participated in prison intervention/educational programs were significantly less likely to recidivate. The purpose of this study was to identify to what extent the Mississippi Department of Corrections' (MDOC's) intervention/educational programs reduce recidivism. The pre-existing data used were historical information collected as part of a longitudinal study on Mississippi inmates since 2000. The data were transferred every quarter to the National Strategic Planning and Analysis Research Center (nSPARC) for management and analysis. Initial tests found that several variables had a relationship with recidivism. The findings in this study suggest that ex-offenders who completed an education/vocational program or completed a counseling program were 87% (p < 0.001), 9.9% (p < 0.005), respectively, less likely to recidivate than those ex-offenders who did not participate in any type of education or intervention program. The results also suggest that ex-offenders who enrolled in but did not complete an education/vocational program were l0% (p<0.005) less likely to recidivate than those ex-offenders who did not participate in any type of education or intervention program. Recommendations that result from these findings include an increase in the number and quality of intervention/educational programs in Mississippi prisons. Policies could be suggested and/or implemented that would reduce the number of people who violate the law upon their re-entry into society. Details: Mississippi State, MS: Mississippi State University, 2012. 108p. Source: Internet Resource: Dissertation: Accessed December 8, 2014 at: http://media.proquest.com/media/pq/classic/doc/2747450151/fmt/ai/rep/NPDF?_s=ejRO4MrLTPhKEe69GURf%2FxyfWcc%3D Year: 2012 Country: United States URL: http://media.proquest.com/media/pq/classic/doc/2747450151/fmt/ai/rep/NPDF?_s=ejRO4MrLTPhKEe69GURf%2FxyfWcc%3D Shelf Number: 134287 Keywords: Correctional EducationEducationPrison ProgramsPrisoners (Mississippi)Vocational Education and Training |
Author: Hopkins, Kathryn Title: The pre-custody employment, training and education status of newly sentenced prisoners Summary: This report provides a detailed summary of prisoners' employment status and training and education levels prior to coming into custody. It is based on the results of Wave 1 of a longitudinal cohort study (Surveying Prisoner Crime Reduction (SPCR)) of 1,435 prisoners in England and Wales newly sentenced (to between one month and four years) in 2005 and 2006. The study shows that SPCR prisoners experience unemployment, low pay, and low occupational status before custody, and demonstrates differences between men and women prisoners, young adult and older adult prisoners, and prisoners of different ethnic backgrounds. About one-third of prisoners reported needing a lot of help to find a job on release. Prisoners appeared motivated to improve their education and skills. Prison interventions may be able to exploit these circumstances to ensure that the net effect of imprisonment on employment is positive. Reduced reoffending on release was associated with higher education and employment status before custody Details: London: Ministry of Justice, 2012. 29p. Source: Internet Resource: Ministry of Justice Research Series 3/12: Accessed May 26, 2015 at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/278832/newly-sentenced-prisoners.pdf Year: 2012 Country: United Kingdom URL: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/278832/newly-sentenced-prisoners.pdf Shelf Number: 131048 Keywords: Ex-Offender EmploymentPrisoner ReentryVocational Education and Training |
Author: Davis, Lois M. Title: Evaluating the Effectiveness of Correctional Education: A Meta-Analysis of Programs That Provide Education to Incarcerated Adults Summary: After conducting a comprehensive literature search, the authors undertook a meta-analysis to examine the association between correctional education and reductions in recidivism, improvements in employment after release from prison, and learning in math and in reading. Their findings support the premise that receiving correctional education while incarcerated reduces an individual's risk of recidivating. They also found that those receiving correctional education had improved odds of obtaining employment after release. The authors also examined the benefits of computer-assisted learning and compared the costs of prison education programs with the costs of reincarceration. Key Findings Correctional Education Improves Inmates' Outcomes after Release - Correctional education improves inmates' chances of not returning to prison. - Inmates who participate in correctional education programs had a 43 percent lower odds of recidivating than those who did not. This translates to a reduction in the risk of recidivating of 13 percentage points. - It may improve their chances of obtaining employment after release. The odds of obtaining employment post-release among inmates who participated in correctional education was 13 percent higher than the odds for those who did not participate in correctional education. - Inmates exposed to computer-assisted instruction learned slightly more in reading and substantially more in math in the same amount of instructional time. - Providing correctional education can be cost-effective when it comes to reducing recidivism. Recommendations - Further studies should be undertaken to identify the characteristics of effective programs in terms of curriculum, dosage, and quality. - Future studies should incorporate stronger research designs. - Funding grants would be useful in helping further the field, by enabling correctional educators to partner with researchers and evaluators to evaluate their programs. - A study registry of correctional education evaluations would help develop the evidence base in the field, to inform policy and programmatic decisionmaking. Details: Santa Monica, CA: RAND, 2013. 85p. Source: Internet Resource: Accessed May 26, 2015 at: http://www.rand.org/pubs/research_reports/RR266.html Year: 2013 Country: United States URL: http://www.rand.org/pubs/research_reports/RR266.html Shelf Number: 129781 Keywords: Correctional EducationCorrectional ProgramsEx-Offender EmploymentRecidivismVocational Education and Training |
Author: Bueche, James K., Jr. Title: Adult Offender Recidivism Rates: How effective in Pre-Release and Vocational Educational Programming and What Demographic Factors Contribute to an Offenders Return to Prison Summary: The primary purpose of this study was to determine if the Louisiana Department of Public Safety and Corrections' 100 hour pre-release program and vocational education had a significant impact on offender recidivism. Additionally, a model of predicating offender recidivism using demographic data was another aspect of the study. Offenders in the study were 404 offenders who completed the pre-release program, 404 offenders who completed vocational education and 808 offenders who composed the control group. All offenders were released from prison in the year of 2010, and if they returned to prison between their release and December 31, 2013, they were considered to have been a recidivist for the purpose of the study. The effectiveness of the 100 hour pre-release and vocational education was conducted using SPSS with the chi-square test for program significance. Based on the test, neither program was found to have a significant impact on recidivism. However, when examining percentages of return to prison between the three groups, vocational education offenders performed the best and offenders who completed the 100 hour pre-release program had the highest percentage of offenders returning to prison. The ability to develop a predictive model for recidivism utilizing select demographic factors was attempted using SPSS with the Binary Logistical Regression analysis. The demographic factors used were age, sex, race, marital status and education. A predictive model was unable to be established with this population. However, when looking at the population, being a male or a young offender was found to be predictors that were significantly tied with offender recidivism as individual characteristics. Based on the body of research and the findings of the study, recommendations concerning the 100 hour pre-release program and vocational education suggest these programs need additional components of cognitive development training and community supports to show a greater impact on recidivism. Also, the creation of a reliable and valid risk model based on the total offender population is necessary. By implementing effective programs and having the correct offenders entering these programs, a reduction in recidivism may be more significant. Details: Baton Rouge: Louisiana State University, 2014. 124p. Source: Internet Resource: Dissertation: Accessed May 30, 2015 at: http://etd.lsu.edu/docs/available/etd-07022014-161114/unrestricted/Bueche_diss.pdf Year: 2014 Country: United States URL: http://etd.lsu.edu/docs/available/etd-07022014-161114/unrestricted/Bueche_diss.pdf Shelf Number: 135809 Keywords: Correctional ProgramsEx-Offender EmploymentRecidivismVocational Education and Training |
Author: Gallagher, Brittany E. Title: Science and Sustainability Programs in Prisons: Assessing the Effects of Participation on Inmates Summary: This paper examines the effects of participating in prison-based science and sustainability programs on inmates. Washington's Sustainability in Prisons Project (SPP) hosts environmental and conservation work programs that incorporate elements shown by previous research to inspire positive changes in inmate attitudes. Many of these changes are associated with reductions in recidivism, including educational and vocational training, therapeutic benefits, and opportunities to contribute to the outside community. Participants in a statewide survey of inmates (n=293) included those with nine sustainability-related job types and a control group with non-sustainability-related jobs. Dunlap et al.'s (2000) New Ecological Paradigm Scale was used to assess environmental attitudes. An original "Life & Work" questionnaire assessed attitudes on pursuing education, work satisfaction, skill development, interpersonal relationships, outlook for the future, and health. Results from the Washington Department of Corrections (WDOC) Offender Needs Assessment were also examined for changes over time by participant job type. Questionnaire results show that offenders whose jobs involved more education/training, work with living things, and opportunities to contribute to the community tended to score higher on the NEP, indicating that these elements are associated with more pro-environmental attitudes. As pro-environmental attitudes are correlated with pro-social attitudes (Bamberg & Moser 2007; Hines et al. 1987), SPP and WDOC might consider incorporating more of these elements into other work programs. Details: Olympia, WA: Evergreen State College, 2013. 110p. Source: Internet Resource: Thesis: Accessed June 2, 2015 at: http://www.doc.wa.gov/aboutdoc/measuresstatistics/docs/gallagher_bmesthesis2013.pdf Year: 2013 Country: United States URL: http://www.doc.wa.gov/aboutdoc/measuresstatistics/docs/gallagher_bmesthesis2013.pdf Shelf Number: 129972 Keywords: Correctional ProgramsInmate Work ProgramsRecidivismRehabilitationVocational Education and Training |
Author: Burdick, Katherine Title: Building Brighter Futures: Tools for Improving Academic and Career/Technical Education in the Juvenile Justice System Summary: Youth typically enter juvenile justice placements with significant educational deficits. Nationally, as many as two-thirds of youth drop out of school after release from juvenile facilities. This publication examines one particular initiative that has shown great success in combating this problem - the Pennsylvania Academic and Career/Technical Training Alliance (PACTT). PACTT's model suggests that, despite the inevitable stress and disruption of juvenile placement, thoughtful interventions can help youth to get back on track. Details: Philadelphia: Juvenile Law Center, 2015. 155p. Source: Internet Resource: Accessed July 24, 2015 at: http://www.jlc.org/sites/default/files/publication_pdfs/Building-Better-Future-PACTT-ToolKit-4.2015.pdf Year: 2015 Country: United States URL: http://www.jlc.org/sites/default/files/publication_pdfs/Building-Better-Future-PACTT-ToolKit-4.2015.pdf Shelf Number: 136158 Keywords: Delinquency PreventionEducationJuvenile OffendersVocational Education and Training |
Author: Erisman, Wendy Title: A Reentry Education Model Supporting Education and Career Advancement For Low-Skill Individuals in Corrections Summary: More than 700,000 incarcerated individuals leave federal and state prisons each year (Guerino, Harrison, and Sabol 2012), making reentry into the community a major concern for federal, state, and local governments. Too many of these individuals do not reintegrate successfully into society; within three years of release, four out of 10 prisoners will have committed new crimes or violated the terms of their release and be reincarcerated (The Pew Center on the States 2011). This cycle of catch-and-release costs states more than $50 billion annually (National Association of State Budget Officers 2011). Moreover, the number of those cycling in and out of our nation's prisons not only jeopardizes public safety, but also ravages families and their communities. According to a 2010 Pew Charitable Trusts report: - Approximately 2.7 million children have an incarcerated parent, and these children are more likely to be expelled or suspended from school than children without an incarcerated parent. - One in three black men, one in eight white men, and one in 14 Hispanic men between the ages of 20 and 34 without a high school credential are incarcerated. - Formerly incarcerated men earn approximately 11 percent less per hour and 40 percent less per year than those who have never been incarcerated. Unfortunately, many offenders are ill-equipped to break the cycle of catch-and-release because they lack the education and workforce skills needed to succeed in the labor market and the cognitive skills (e.g., the ability to solve problems and reason) needed to address the challenges of reentry. In fact, approximately 40 percent of federal and state prisoners lack a high school credential, compared to less than 20 percent of the general population. Even fewer have completed any college course work (Greenberg, Dunleavy, and Kutner 2007). Many prisoners also have limited work experience and struggle to find employment once released (Gould, Weinberg, and Mustard 2002; Yahner and Visher 2008). They also typically have cognitive deficits, which are associated with criminal behavior (Andrews et al. 1990; MacKenzie 2006; MacKenzie 2012). Although most state and federal prisons offer adult education and career and technical education (CTE) programs and some offer postsecondary education, participation in these programs has not kept pace with the growing prison population (Western, Schiraldi, and Ziedenberg 2003). Similarly, those under community supervision (parole or probation) often do not participate in education and training programs (Visher, Debus, and Yahner 2008). Possible reasons for these low participation rates include lack of programs or awareness of program opportunities; reduced services because of state budget constraints; insufficient personal motivation; and competing demands (e.g., employment) that may take precedence over pursuing education (Crayton and Neusteter 2008; Visher, De-bus, and Yahner 2008). It is not surprising, therefore, that formerly incarcerated individuals cited education, job training, and employment as vital needs not generally met during incarceration or after release (Visher and Lattimore 2007). Education and training opportunities for these individuals, who often move in and out of prison, can be further thwarted by a lack of coordination and communication among the institution and community-based education programs and their partners providing services. These disconnects include: - Differing standardized assessments and curriculum and lack of articulation agreements (a legal agreement matching courses between education institutions), making student transfers from one program to another difficult. - Misinterpretation of federal and state privacy laws and lack of links among data systems, making it difficult for programs to get a comprehensive picture of their students' backgrounds, avoid duplication of effort, and track outcomes. - A perception among corrections officials (e.g., wardens, parole and probation officers, and the court) and policymakers that individuals in corrections should not receive educational services; this, in turn, can make it difficult to enforce student participation and establish supportive education and reentry policies. - Inadequate staff training, resulting in ineffective instruction. - Limited funds, leading to long waiting lists for programs (U.S. Department of Education 2009; U.S. Department of Education 2011). Details: Washington, DC: U.S. Department of Education, 2015. 36p. Source: Internet Resource: Accessed August 31, 2015 at: https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/reentry-model.pdf Year: 2015 Country: United States URL: https://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/reentry-model.pdf Shelf Number: 136639 Keywords: Correctional ProgramsOffender ReintegrationPrisoner ReentryVocational Education and Training |
Author: U.S. Department of Education, Office of Vocational and Adult Education Title: Community-based Correctional Education Summary: 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. The report outlines the characteristics of community-based correctional education programs, including their organizational structure, target population, curriculum, instruction, instructor preparation, and partnerships. It also describes the challenges of community-based correctional education, shares collected advice on how such services can be strengthened, and discusses implications for federal and state policy. The report is based on information gathered from discussions with representatives of 15 community-based correctional education programs in 10 states - Arizona, California, Georgia, Illinois, Indiana, New Hampshire, New Jersey, New Mexico, New York, and Texas - chosen according to recommendations from researchers and practitioners in the field. In examining these community-based correctional education programs, this report provides insight regarding the following questions: The programs are listed in the box on this page. 1. What are federal and state policymakers and national organizations doing to support community-based correctional education programs? 2. What are the various organizational structures of community-based correctional education programs? 3. What target populations do these programs serve? 4. What curriculum and instructional approaches do community-based correctional education programs use and how do they prepare their instructors? 5. Who are their community partners? 6. What challenges do these programs face and how are those challenges being addressed? 7. What additional support do community-based correctional education programs need? Details: Washington, DC: U.S. Department of Education, 2010. 44p. Source: Internet Resource: Accessed August 31, 2015 at: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/cbce-report-2011.pdf Year: 2010 Country: United Kingdom URL: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/cbce-report-2011.pdf Shelf Number: 136640 Keywords: Community-Based ProgramsCorrectional EducationVocational Education and Training |
Author: Tolbert, Michelle Title: Educational Technology in Corrections 2015 Summary: Technology has transformed the way we approach most daily tasks and activities. It plays a role in how we apply for and perform on a job, communicate with friends and family, access government and other services, manage our finances, and purchase entertainment. Technology also enables our learning. Recognizing the positive impact technology can have on education, President Obama, with the support of the U.S. Department of Educations Office of Educational Technology, developed the National Education Technology Plan. It outlines how our education system could use advanced technologies to support student learning regardless of backgrounds, languages, and disabilities; instruction and the professional development of teachers; data collection and analysis; and program improvement (U.S. Department of Education 2010). A corresponding plan describes how these technologies can be applied to the adult education field and adult learners (Russell et al. 2015). As states, districts, higher education institutions, and other education providers implement these plans, education programs in correctional facilities are being left behind. The policies and practices of federal, state, and local corrections agencies, including the juvenile justice system, severely hinder the ability of correctional education programs to enable learning through technology. For example, according to a 2013 survey of state correctional education directors, although most states offer students limited use of computers in their prisons, less than half reported that one or more of their prisons provided students with off-line access to Internet content and even fewer allowed restricted Internet access (Davis et al. 2014). The primary concern about adopting educational technology in corrections is the potential for security breaches. Other reasons include, but are not limited to, insufficient resources and staff capacity to purchase, implement, maintain, and monitor advanced technologies. Despite these legitimate concerns, a sea change is occurring in corrections. As advanced technologies are integrated into other areas of correctional facility life (e.g., family communications via e-mail and video conferencing, and access to health and treatment services via telemedicine), a growing number of corrections agencies and facilities and their education partners are exploring ways to securely and cost-effectively increase access to educational technology. Specifically, they are cautiously adopting advanced technologies to help prepare students to join our globally networked society by developing and improving their computer and digital literacy skills, making educational gains around the clock through computer-assisted instruction, accessing college courses, and preparing for employment; provide students with access to online assessments (e.g., online high school equivalency tests and industry-recognized certification exams), and instructors and administrators with the ability to measure student progress for program improvement purposes; expand the professional development resources available to instructors and equip them with technology-based instructional tools (e.g., open educational resources [OERs], learning management systems, and flipped classrooms) to enhance the classroom experience; support an education continuum for incarcerated individuals through data sharing, and aligning prison-based education and training programs with those in the community; and expand the reach of correctional education services to provide more incarcerated individuals with the knowledge and skills needed to obtain livingwage employment, become productive members of society, and exit court supervision upon release. In addition to strengthening correctional education services, advanced technologies can help correctional education programs have a greater impact on recidivism rates. As documented by a recent meta-analysis of the effects of education on recidivism and postrelease employment outcomes for incarcerated adults, inmates who participated in correctional education programs were 43 percent less likely to return to prison than those who did not enroll (Davis et al. 2014). Advanced technologies could provide the means to expand correctional education servicesto reach more students and to offer broader, more diverse curriculumthereby further lowering recidivism rates. ease the reentry process by allowing incarcerated individuals to prepare for release by researching employment opportunities; applying for jobs, financial aid, and benefits; enrolling in college; addressing outstanding legal issues; searching for and securing housing; and maintaining or developing personal relationships with their community support networks. Most, if not all, of these prerelease activities require some form of computer or telecommunication device and Internet access. Details: Washington, DC: U.S. Department of Education, 2015. 40p. Source: Internet Resource: Accessed August 31, 2015 at: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/policybriefedtech.pdf Year: 2015 Country: United States URL: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/policybriefedtech.pdf Shelf Number: 136641 Keywords: Correctional EducationCorrectional ProgramsEducational ProgramsTechnologyVocational Education and Training |
Author: Council of State Governments, Justice Center Title: Locked Out: Improving Educational and Vocational Outcomes for Incarcerated Youth Summary: The report, Locked Out: Improving Educational and Vocational Outcomes for Incarcerated Youth, reveals that despite spending between $100,000 to $300,000 per incarcerated child in secure facilities, only 13 states provide all incarcerated youth with access to the same types of educational services that students have in the community. Meanwhile, only nine states offer community-equivalent vocational services to all kids in lock-up. While most youth incarcerated 10 years ago were in facilities operated by state government, nearly two-thirds of youth locked up in the U.S. today are held in facilities operated by local government agencies or nonprofit or for-profit organizations. The survey, conducted by the CSG Justice Center and in partnership with the Council of Juvenile Correctional Administrators, asked leaders in each state: Who is responsible for educating kids incarcerated in this patchwork of institutions? The report found that in more than 80 percent of states, no single state agency is charged with this authority, leaving an absence of leadership and, ultimately, accountability for ensuring youth make sufficient progress towards college and career readiness. The report also found: Fewer than one in three states is able to document what percentage of youth released from a juvenile correctional facility subsequently obtain a high school diploma; In nearly half of the states, it is up to the parent or guardian of the youth, or perhaps a community-based organization advocating on his or her behalf, to get that young person enrolled in a public school or another educational setting after his/her release from a correctional facility; In more than one-third of states, youth released from a facility are automatically enrolled in an alternative educational setting, which often do not meet state curricular and performance standards and suffer from lower graduation rates that traditional public schools. Details: New York: Center for State Governments Justice Center, 2015. 16p. Source: Internet Resource: Accessed November 6, 2015 at: https://csgjusticecenter.org/wp-content/uploads/2015/11/LOCKED_OUT_Improving_Educational_and_Vocational_Outcomes_for_Incarcerated_Youth.pdf Year: 2015 Country: United States URL: https://csgjusticecenter.org/wp-content/uploads/2015/11/LOCKED_OUT_Improving_Educational_and_Vocational_Outcomes_for_Incarcerated_Youth.pdf Shelf Number: 137210 Keywords: Educational ProgramsJuvenile OffendersOffender RehabilitationVocational Education and Training |
Author: Yelowitz, Aaron Title: Prison-To-Work: The Benefits of Intensive Job-Search Assistance for Former Inmates Summary: Of the 650,000 inmates released from prisons and jails in the United States each year, as many as two-thirds will be arrested for a new offense within three years. This study evaluates the impact of enhanced job-readiness training and job-search assistance on reducing recidivism rates among ex-offenders. Programs offering enhanced job assistance are far from the norm. The program used in this study-developed by an employment agency that assists ex-offenders, welfare recipients, and other "hard-to-serve" clients-differs from other job services in scope and focus. The program, America Works, is condensed into an intense one- or two-week period. It uses a tough-love approach, stressing interpersonal communication and such "soft" skills as time and anger management. It places special attention on teaching practical skills that many former inmates never acquired, such as resume preparation, search strategies, and interview techniques. And it uses a network of employers, who are open to hiring ex-offenders and with whom it has long-term relationships, to place clients. Its goal is not only to help former inmates find jobs but also to keep jobs, and it provides follow-up services for six months. In 2005, the program provided job-readiness classes to 1,000 ex-offenders, placing 700 in jobs. America Works receives referrals from agencies in New York City, including the city government's Human Resources Administration (HRA), work-release centers, and the city's Rikers Island Correctional Facility. By contrast, typical services offered to ex-offenders provide far less job-readiness training over a less concentrated period. Instead of providing placement services, such programs generally limit assistance to self-directed job searches. This paper's key finding is that training designed to quickly place former inmates in jobs significantly decreases the likelihood that ex-offenders with nonviolent histories will be rearrested. Only 31.1 percent of nonviolent ex-offenders who received enhanced training were arrested during the 18 to 36 months in which they were tracked, compared with 50 percent of similar participants who received standard training. In contrast, former inmates with histories of violence were rearrested at virtually the same pace, whether they received enhanced training or not: 44.6 percent versus 42.6 percent, respectively. Findings for criminal convictions show similar patterns for arrests. These results suggest that extra help in looking for work upon release from jail or prison can pay off in a big way but not for all types of former offenders. Enhanced assistance is most effective for those without a history of violence and with few prior charges-while the additional help is far less effective for those with a more difficult history, including violence or many prior charges. Very little research has been conducted on this topic. The results of this study have important implications for government policymakers, public and private social welfare agencies, and, of course, employers. Indeed, at a time of ever-tightening federal and state budgets and ever-rising costs of incarceration, the Obama administration and many state governments are seeking ways to reduce swollen prison populations, particularly the number of nonviolent criminals, partly by using new guidelines for early release. Likewise, many states are scrambling to find programs to sharply cut the number of repeat offenders. Inmates nevertheless face formidable hurdles in securing employment following release back into society. Often lacking skills to find a job, they typically receive little help, increasing the odds, especially in a still-weak economy, that they will come up empty-and revert to a life of crime and return, eventually, to prison. By linking enhanced training to a targeted group of ex-offenders, this study points toward a breakthrough in reducing not only the rate of recidivism but also the cost to society. The program used by America Works, which has offices in New York and six other states and the District of Columbia, costs about $5,000 for each former inmate. While the benefits to society from averted crimes are very hard to calculate in dollar terms, the study estimated average savings of about $231,000 for each nonviolent ex-offender who received extra help, based on the lower crime record posted by the group as a whole, following training. This figure represents a 46-fold return on the cost of the training, not counting impossible-to-quantify benefits to individuals involved, their families, and communities. The intervention of enhanced services was conducted from June 2009 to December 2010, with a randomized trial involving 259 ex-offenders in New York. Participants, all men, had been released from a prison, jail, or youth correctional facility within six months of acceptance into the program. Approximately half of the participants received enhanced employment services from America Works while the other half received typical services, also provided by America Works. Criminal recidivism for 219 ex-offenders was measured from administrative records in July 2012, tracking arrests and convictions of participants in six-month intervals from the point they joined the study for up to 36 months. Enhanced services had no significant impact on recidivism for the group as a whole. Yet that result masked significant differences among varied segments that formed the group. As previously noted, former inmates with histories of violence were little affected by the extra help while those with nonviolent histories benefited substantially. Even within the latter group, however, significant differences appeared, offering additional clues about where to focus job-training dollars. Further exploration revealed that enhanced services had the largest impact among nonviolent criminals with the fewest prior charges. Differences were also found among the three subsets of nonviolent offenders: those who had committed offenses involving property, those who had committed crimes involving the sale or possession of drugs, and those who had been involved in minor offenses. Ex-offenders with property crimes and those with minor offenses were found to be most responsible for positive recidivism results. The subset with a history of drug crimes appeared to have no significant impact on recidivism results. Given the small samples, however, caution must be used when interpreting such results. Collectively, these results suggest that enhanced job-search assistance is most effective for the easiest of the hard-to-serve population - and that focusing future efforts on this group is the most cost-effective approach. Details: New York: Center for State and Local Leadership, Manhattan Institute, 2015. 68p. Source: Internet Resource: Accessed November 11, 2015 at: http://www.manhattan-institute.org/html/prison-work-5876.html Year: 2015 Country: United States URL: http://www.manhattan-institute.org/html/prison-work-5876.html Shelf Number: 137230 Keywords: Ex-Offender EmploymentJobsPrisoner ReentryVocational Education and Training |
Author: Fernandes-Alcantara, Adrienne L. Title: Vulnerable Youth: Employment and Job Training Programs Summary: In an increasingly global economy, and with retirement underway for the Baby Boomer generation, Congress has indicated a strong interest in ensuring that todays young people have the educational attainment and employment experience needed to become highly skilled workers, contributing taxpayers, and successful participants in civic life. Challenges in the economy and among certain youth populations, however, have heightened concern among policymakers that some young people may not be prepared to fill these roles. The employment levels for youth under age 25 have declined markedly in recent years, including in the wake of the 2007-2009 recession. Certain young peoplesuch as high school dropouts, current and former foster youth, and other at-risk populationsface challenges in completing school and entering the workforce. While the United States has experienced a dramatic increase in secondary school attendance in the past several decades, approximately 7% of youth ages 18 to 24 have not attained a high school diploma or its equivalent. Since the 1930s, federal job training and employment programs and policies have sought to connect vulnerable youth to work and school. Generally, these young people have been defined as being at-risk because they are economically disadvantaged and have a barrier to employment. During the Great Depression, the focus was on employing young men who were idle through public works and other projects. The employment programs from this era included an educational component to encourage youth to obtain their high school diplomas. Beginning in the 1960s, the federal government began funding programs for low-income youth that address their multiple needs through job training, educational services, and supportive services. The four contemporary federal youth employment and job training programs are carried out by the Department of Labors (DOLs) Employment and Training Administration (ETA). Although these programs have varying eligibility requirements and are carried out under different funding arrangements, they generally have a common purposeto provide vulnerable youth with educational and employment opportunities and access to leadership development and community service activities. The Youth Workforce Investment Activities (Youth) program offers job training and other services through what are known as local workforce development boards. The program was funded at $831.8 million in Fiscal Year (FY) 2015 (Program Year (PY) 2015; the program year extends from July 1 of one year through June 30 of the next year). Job Corps provides training in a number of trades at centers where youth reside, and received FY2015 (PY2015) appropriations of $1.7 billion. Another program, YouthBuild, engages youth in educational services and job training that focus on the construction trades. YouthBuild received FY2015 (PY2015) appropriations of $79.7 million. Separately, WIAs pilot and demonstration authority has been used to carry out the Reintegration of Ex-Offenders program, which includes job training and other services for juvenile and adult offenders. The youth component of the program was funded at $44.1 million in FY2015. The four programs were authorized under the Workforce Investment Act of 1998 (WIA, P.L. 105-220) through FY2003, and Congress continued to appropriate funding for the programs in subsequent years. On July 22, 2014, President Obama signed into law the Workforce Innovation and Opportunity Act (WIOA, P.L. 113-128). WIOA made significant amendments to these programs, particularly to the Youth program and Job Corps. The YouthBuild program remains essentially the same. WIOA does not explicitly authorize the Reintegration of Ex-Offenders program; however, Congress appropriated funding for the program in FY2015 (P.L. 113-235) under the authority of Section 169 of WIOA and the Second Chance Act. Section 169 authorizes evaluations and research. The amendments made by WIOA generally went into effect on July 1, 2015. Details: Washington, DC: Congressional Research Service, 2015. 51p. Source: Internet Resource: CRS Report, R40929: Accessed December 3, 2015 at: https://www.fas.org/sgp/crs/misc/R40929.pdf Year: 2015 Country: United States URL: https://www.fas.org/sgp/crs/misc/R40929.pdf Shelf Number: 137437 Keywords: At-Risk Youth Employment Jobs Vocational Education and Training |
Author: Kindgren, Johanna Title: Work, education and treatment in Swedish prisons. A study on occupational activities for inmates Summary: The law requires inmates in Swedish prisons to participate in occupational activities during their sentence. The occupational activities may take the form of work, education, treatment programmes, or another structured activity. An inmate's repeated refusal to participate in assigned occupational activities may lead to a misconduct report. However, most inmates want to go to their occupational activities since they feel that it makes life in prison more manageable and makes time pass more quickly. Inmate participation in occupational activities can also be positive from a safety perspective; it can lead to fewer conflicts in the wings and closer contact between personnel and inmates. Last, but not least, occupational activities can contribute to the inmate's rehabilitation and thus reduce the risk of recidivism. Although occupational activities are a central element of the sentence, there are no comprehensive studies regarding its content and quality. The Swedish National Council for Crime Prevention (Bra) has therefore been instructed by the Government to survey occupational activities in Swedish prisons. The situation in Sweden and other relevant countries is also to be compared. Finally, Bra will evaluate the positive effects of occupational activities on the inmates and shed light on how they can be developed. The study is based on Bra's visits to twelve prisons in which a total of almost 200 people, both personnel and inmates, were interviewed. Two surveys were also sent out, one to conditionally released persons and one to heads of each prison. In addition, statistics from the Prison and Probation Service and the Swedish Public Employment Service were compiled for the report. Details: Copenhagen: Swedish National Council for Crime Prevention (Bra): 2015. 12p. Source: Internet Resource: English summary of Bra report 2015:20: Accessed March 1, 2016 at: https://www.bra.se/download/18.31d7fffa1504bbffea065d06/1448970661178/2015_20_Work%2C+training+and+treatment+in+Swedish+prison_r.pdf Year: 2015 Country: Sweden URL: https://www.bra.se/download/18.31d7fffa1504bbffea065d06/1448970661178/2015_20_Work%2C+training+and+treatment+in+Swedish+prison_r.pdf Shelf Number: 138007 Keywords: Correctional ProgramsPrisonersPrisonsTreatment ProgramsVocational Education and Training |
Author: Giles, Margaret Title: Study in prison reduces recidivism and welfare dependence: A case study from Western Australia 2005-2010 Summary: Using a longitudinal dataset of prisoners in Western Australia, this paper describes the effectiveness of correctional education in improving post-release outcomes. The report shows that the more classes completed by prisoners the lower the rate of re-incarceration and the less likely they are to increase the seriousness of their offending. These, and other personal and societal benefits such as a reduction in welfare dependence, were positively associated with the number of classes prisoners successfully completed - that is, the more classes the inmate successfully completes, the less likely they are to reoffend and to access unemployment benefits. Much has been written about how correctional education contributes to post-release outcomes for ex-prisoners. In their systematic review of 50 studies of the effectiveness of correctional education, Davis et al. (2013) found that study in prison unequivocally reduces post-release recidivism and, on average, increases post-release employment. Unlike most earlier studies of the impact of correctional education on recidivism and employment, including the primary studies included in the Davis et al. (2013) meta-analysis, this study uses five years of linked prison history, correctional education and income support payments data. Improved employment and offending outcomes may better enable offenders to successfully reintegrate into their communities, and could produce cost savings into the future for justice authorities and social welfare services. This paper reports on the contribution of correctional education to reducing recidivism and welfare dependence (as a proxy for unemployment) for ex-prisoners in Western Australia. Details: Canberra: Australian Institute of Criminology, 2016. 9p. Source: Internet Resource: Trends & issues in crime and criminal justice no. 514: Accessed May 3, 2016 at: http://aic.gov.au/media_library/publications/tandi_pdf/tandi514.pdf Year: 2016 Country: Australia URL: http://aic.gov.au/media_library/publications/tandi_pdf/tandi514.pdf Shelf Number: 138896 Keywords: Correctional EducationEx-offender EmploymentRecidivismRehabilitationUnemploymentVocational Education and Training |
Author: Coates, Dame Sally Title: Unlocking Potential: A review of education in prison Summary: Putting education at the heart of the prison regime 1. Education in prison should give individuals the skills they need to unlock their potential, gain employment, and become assets to their communities. It is one of the pillars of effective rehabilitation. Education should build social capital and improve the well-being of prisoners during their sentences. 2. Improved prison education can transform individual prisoners' lives, but it can also benefit society by building safer communities and reducing the significant financial and social costs arising from reoffending. The cost of current levels of reoffending has been estimated to be 9.5-13 billion per year1. 3. Recognition of the importance of education in prisons appears to have been lost. There are pockets of good practice, with examples of 'Outstanding' education provision, but these are isolated. There does not appear to be any systematic way for prisons and Governors to learn from one another. 4. Education is more than a service provided by OLASS providers in classrooms or workshops. All areas of the prison regime should be considered suitable for learning. My vision for prison education is holistic. It includes: - basic skills development in maths, English and ICT, through intensive courses, one-to-one support from other prisoners, or embedded in workshop or other work settings (e.g. kitchens and gardens); - high quality vocational training and employability skills that prepare individuals for jobs on release (e.g. through industrial work and training designed with and for employers); - Personal and Social Development (PSD), including behaviour programmes, family- and relationship-learning, and practical skills (e.g. parenting, finance, and domestic management); - proper support for the needs of prisoners with Learning Difficulties and Disabilities (LDD); - provision of arts, music and sport activities; - enterprise and self-employment support and training; - self-directed study; - learning facilitated by ICT, including distance-learning that can support qualifications from entry level up to degree level; - advice and guidance that ensures individuals make informed choices about education and future employment and career options; and 'through the gate' support so that individuals can continue to progress through education, training and employment on release, and therefore avoid reoffending. 5. The chapters of this report set out the approach I would like to see taken in seven key areas: - Chapter One covers my fundamental recommendation that Prison Governors, as leaders of a complex environment, should have autonomy in the provision of education, and be held to account for the educational progress of all prisoners; - Chapter Two discusses the need for a new 'people' culture in prisons to support leadership, build routes to attract new talent into working in prison, and ensure professional development for all staff. A large number of people are in contact with each individual prisoner day-to-day. They all have a responsibility to ensure that, in educative terms, every contact matters. This includes regional managers, Governors, the Senior Management Team in every prison, teachers, prison officers, prison instructors and peer mentors; -Chapter Three explains the personalised approach Governors should take in developing education. The offer must be meaningful for each learner, encourage personal responsibility, and meet the needs of those with learning difficulties and/or disabilities (LDD); - Chapter Four is concerned with raising aspiration. Education must offer a learning journey that enables educational progress that includes, where appropriate to the individual, industry-standard vocational qualifications and access to Higher Education; - Chapter Five sets out the case for change to be driven through improved ICT. Digital systems are crucial to enabling the delivery of high quality education to prisoners. If prisoners are, on release, to secure employment, continue to study, or otherwise contribute to society, they must be given the opportunity to use and improve their digital skills in prison; - Chapter Six explores what should happen to enable more prisoners to move into sustained employment and/or continue education on release; - Chapter Seven outlines the phased approach and timetable I believe should be taken to reform education. Details: London: Ministry of Justice, 2016. 80p. Source: Internet Resource: Accessed May 18, 2016 at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/524013/education-review-report.pdf Year: 2016 Country: United Kingdom URL: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/524013/education-review-report.pdf Shelf Number: 139067 Keywords: Correctional EducationCorrectional ProgramsPrisoner RehabilitationVocational Education and Training |
Author: Carroll, Catherine Title: A Prison within a Prison: The provision of ESOL education and training for prisoners and ex-prisoners Summary: The importance of education and training as a means of reducing re-offending is widely acknowledged and there is an emerging evidence base as to what the most effective strategies are (Lukklen and Johnston 2013). Increasingly, attention from all relevant groups has been focussed on particularly vulnerable groups in prison such as those with literacy and language needs (Gregory and Bryan 2011). One identified group that has received, thus far, very little attention with respect to specific policy or research are those offenders and ex-offenders with English as a second language. The Bell Foundation commissioned this short literature review of ESOL provision for offenders and ex-offenders in order to inform the Foundation's long term programme in this field. The focus of the review was to include data on prevalence of ESOL needs within this population, ESOL needs as a risk factor for re-offending, current practice for supporting offenders with ESOL needs, challenges to effective ESOL provision and recommendations for further research. 'A Prison within a Prison' is a literature review by the Centre for Education in the Criminal Justice System at the UCL Institute of Education, which looks at the ESOL provision in the custodial setting. The report concludes that: There is no national data available on the number of individuals in the criminal justice system with ESOL needs, making it difficult to plan for provision for this group. Delivering effective ESOL in the custodial setting is challenging, due both to a lack of knowledge about the target group and due to the frequent transfers and movement restrictions of prisoners. Having ESOL needs presents a very real challenge for prisoners' experience in prison and after release. Details: London: University College of London, Institute of Education; Cambridge, UK: Bell Foundation, 2015. 42p. Source: Internet Resource: Accessed May 19, 2016 at: https://www.bell-foundation.org.uk/assets/Documents/APrisonwithinPrison.pdf?1423048388 Year: 2015 Country: United Kingdom URL: https://www.bell-foundation.org.uk/assets/Documents/APrisonwithinPrison.pdf?1423048388 Shelf Number: 139106 Keywords: Correctional EducationCorrectional ProgramsForeign InmatesForeign PrisonersInmate RehabilitationVocational Education and Training |
Author: Troshynski, Emily Title: Prisoner Reentry in Nevada: Final Report on the Hope for Prisoners Program Summary: This document examines Hope for Prisoners - a prisoner reentry program in Nevada. Specifically, the research focuses on the impact of the program on participant employment and recidivism outcomes. The research procedures involved both quantitative and qualitative methods; data were gathered from case files and interviews with program participants and program mentors. The sample consisted of 1,186 individuals who completed intake interviews at Hope during an 18- month period (January 2014 - June 2015). The sample was ethnically diverse (approximately 30% White) with an average age of 37. 78% were male and 84% were single. For those who self-reported their most recent offense, 43% indicated violence, 28% reported property crime, 20% reported drug offenses, and 9% indicated a sex crime. Of the 522 individuals who completed the job readiness training course, 64% found stable employment. Of those employed, 25% found employment within 17 days of the training course. Only 6% of these 522 individuals were reincarcerated during the 18-month study period. For participants, Hope for Prisoner's mentor program appears to be a key component of the reentry initiative. Analyses demonstrate that participants with mentors were more likely to find employment. Interview data confirm the importance of mentors in terms of finding employment and also suggest the value of mentors in terms of preventing recidivism. Details: Las Vegas, NV: University of Nevada, Las Vegas, Center for Crime and Justice Policy, 2016. 10p. Source: Internet Resource: CCJP 2016-01: Accessed July 23, 2016 at: https://www.unlv.edu/sites/default/files/page_files/27/PrisonerReentry.pdf Year: 2016 Country: United States URL: https://www.unlv.edu/sites/default/files/page_files/27/PrisonerReentry.pdf Shelf Number: 139803 Keywords: Ex-Offender EmploymentMentoringPrisoner ReentryRecidivismVocational Education and Training |
Author: Taliaferro, Wayne Title: From Incarceration to Reentry: A Look at Trends, Gaps, and Opportunities in Correctional Education and Training Summary: With record levels of men and women incarcerated—totalling 2.2 million—the United States places more people in prison at a higher rate than any other developed nation. That total also represents 20 percent of the world's prison population, which is disproportionately high considering that the U.S. makes up less than 5 percent of the world’s population. For low-income communities, the disparities are even more alarming. In 2014, the median annual income for people prior to incarceration was less than $20,000. Furthermore, Blacks and Latinos, who are disproportionately impacted by poverty, also have the highest rates of imprisonment and account for more than half of all prisoners. However, the context surrounding this crisis tells a much larger story, which is partly rooted in educational inequities. More than two-thirds of state prison inmates do not have a high school diploma. The roots of these disparities are complex. Pipelines to prison have historically been concentrated in low-income communities of color. From an early age, many youth in these spatially segregated communities experience economic and environmental injustices, underfunded and under-resourced schools, harsh school discipline policies, and exposure to crime and violence in ways that create diminished opportunities for economic and educational mobility. These realities are a deeper reflection of historic and present injustices ingrained in larger systems of governance. The criminal justice system often reinforces these embedded structures of inequality. Over-criminalization, implicit bias, harsh sentencing policies, and judicial and prosecutorial discretion disproportionately affect Black and Latino communities, having directly shaped the system of mass incarceration we know today. Together, these disparities create conditions of enhanced susceptibility to criminal justice system involvement for people of color that can be characterized as targeted and concentrated more than anything else. Although mass incarceration does not solely affect communities of color, they experience inequitable impacts from its pervasively harsh outcomes. Similarly, people of color suffer disproportionately from the collateral consequences imposed on individuals with a criminal record who return to society after serving their time in prison. Collateral and systemic barriers, such as disenfranchisement, legalized discrimination in housing and public benefits access, and biases in hiring, along with impediments to educational opportunities, make it especially difficult for returning citizens to gain employment, stability, and an overall fair chance upon reentry. These diminished economic opportunities contribute to the cycle of recidivism, resulting in three-quarters of returning citizens re-offending within five years. Taking this entire context into account, this report examines correctional education, as it is a critical aspect of the complex mass incarceration system that can make a real difference in reversing this vicious cycle. While correctional education and training is by no means a panacea for the grave injustices of this system, it can play an important role in improving the educational and employment trajectories of the returning citizens who face greatly restricted opportunities to participate in our economic mainstream.While the quality and accessibility of correctional education and training opportunities vary largely across states, as does the consistency of accessible and well-articulated education and training opportunities for returning citizens upon release, there is room for significant innovation and improvement. Doing so will require reforms across multiple systems to address these disparities. With that in mind, we focus on the state of correctional education funding streams, program offerings, and the continuum of education and training opportunities upon release. Details: Washington, DC: CLASP, 2016. 25p. Source: Internet Resource: Accessed November 14, 2016 at: http://www.clasp.org/resources-and-publications/publication-1/2016.10.27_fromincarcerationtoreentry.pdf Year: 2016 Country: United States URL: http://www.clasp.org/resources-and-publications/publication-1/2016.10.27_fromincarcerationtoreentry.pdf Shelf Number: 146973 Keywords: Correctional EducationPrisoner ReentryPrisoner RehabilitationRacial DisparitiesVocational Education and Training |
Author: Rampey, Bobby D. Title: Highlights from the U.S. PIAAC Survey of Incarcerated Adults: Their Skills, Work Experience, Education, and Training: Program for the International Assessment of Adult Competencies: 2014 Summary: he U.S. PIAAC Survey of Incarcerated Adults was designed to provide policymakers, administrators, educators, and researchers with information to improve educational and training opportunities for incarcerated adults and foster skills they need in order to return to, and work successfully in, society upon release from prison. This report highlights data from the survey's extensive background questionnaire and direct assessments of cognitive skills. It examines the skills of incarcerated adults in relationship to their work experiences and to their education and training in prison. Results for incarcerated adults on the literacy and numeracy domains are presented in two ways: (1) as scale scores (estimated on a 0-500 scale), and (2) as percentages of adults reaching the proficiency levels established for each of these domains. The report includes results for groups of incarcerated adults by various characteristics, including employment prior to incarceration, experiences with prison jobs, skills certifications, educational attainment in prison, and participation in academic programs and training classes. Details: U.S. Department of Education. Washington, DC: National Center for Education Statistics, 2016. 70p. Source: Internet Resource: Accessed November 21, 2016 at: http://nces.ed.gov/pubs2016/2016040.pdf Year: 2016 Country: United States URL: http://nces.ed.gov/pubs2016/2016040.pdf Shelf Number: 140238 Keywords: Correctional ProgramsEducational ProgramsEx-Offender EmploymentPrisoner ReentryVocational Education and Training |
Author: 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: Giles, Margaret Title: Prisoner education and training, and other characteristics: Western Australia, July 2005 to June 2010 Summary: Spending public funds on educating and training prisoners can generate a significant return on investment, because as this report argues, studying in prison can reduce costly recidivism and improve life outcomes for ex-prisoners. What are the costs of recidivism? Let's start with incarceration. Prisoners cost money - about $110,000 per prisoner a year. With over 4,000 prisoners in WA prisons at any one time and a turnover of 8,000 prisoners per year, incarceration is a costly business. In addition, there are policing and legal costs related to finding, charging and sentencing alleged offenders; as well as costs to the community in relation to property damage, insurance premium increases, lives lost and harm and trauma to victims of crime. Reducing recidivism alone can therefore bring about huge cost savings to the government and the community. Then there’s the cost of welfare dependence. In the short term, these include payments to families of incarcerated breadwinners and unemployment benefits for ex-prisoners; just two of the many different types of welfare payments administered by Centrelink. In the longer term, intergenerational welfare looms for an increasing number of disenfranchised, unskilled and unemployed workers, including ex-prisoners who are further disadvantaged by having a criminal record. Improving employability and reducing welfare dependence can therefore reduce demand on the public purse, as well as promote more productive lives. In Western Australia, considerable efforts have been made by the WA Department of Corrective Services (DCS) to reduce recidivism and improve individual and community outcomes. Internal reviews of offending behaviour by the Education and Vocational Training Unit (EVTU), which has provided courses and classes in Western Australia prisons for many years, show proportionately fewer repeat offences by ex-prisoners who studied in prison, compared with those who did not. Missing from these reviews however is the bigger picture. This research project demonstrates how studying in prison can lead to better labour market outcomes and reduced recidivism, and provides an evaluation of the resulting impact on welfare utilisation. This report is the first of three and summarises the prison training data. It indicates that the Western Australia prison population is diverse, and as can be seen from the class and course profiles, prisoners have varied education and training experiences. Details: Joondalup WA, Australia: Edith Cowan University, Centre for Innovative Practice, 2013. 54p. Source: Internet Resource: Accessed January 27, 2017 at: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1586&context=ecuworks2011 Year: 2013 Country: Australia URL: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1586&context=ecuworks2011 Shelf Number: 144920 Keywords: Correctional Education Ex-offender EmploymentRecidivism Rehabilitation Unemployment Vocational Education and Training |
Author: Ring, Kevin Title: Using Time to Reduce Crime: Federal Prisoner Survey Results Show Ways to Reduce Recidivism Summary: Families Against Mandatory Minimums (FAMM) today released the findings of the first-ever independent survey of federal prisoners, which focused on the type and quality of educational and vocational training programs, as well as substance abuse and mental health treatment, currently available in America's federal prisons. "Using Time to Reduce Crime: Federal Prisoner Survey Results Show Ways to Reduce Recidivism" offers unique insights from inside federal prisons and includes 13 recommendations for reform. "Roughly 94 percent of federal prisoners are going to go home one day. If they leave smarter, sober, and job-ready, they will be much more likely to thrive - and our country will be safer and more prosperous," said FAMM President Kevin Ring. "Unfortunately, our survey found that the federal government is failing to make recidivism-reducing programming available to all prisoners who need it. President Trump's new budget proposal, which slashes the Bureau of Prisons' staff and corrections officers, will only make the problem worse." Key findings from the report include: Access to quality education is scarce. Most classes lack rigor and substance and are taught by other prisoners. Inmates reported taking classes such as crocheting and one based on the TV show Jeopardy. Attaining a college degree is difficult, if not impossible, for most prisoners. Most jobs afforded to inmates are "make work" jobs to service the prisons, such as cleaning bathrooms and living spaces or dining hall services. Vocational training is popular and coveted, but is limited and only offered to prisoners who are close to their release dates. Not all inmates who need substance abuse or mental health services are getting help. Two-thirds of respondents said they entered prison with a drug or alcohol addiction. In addition, more than two-thirds said they had not received mental or behavioral health treatment in prison. These types of programs should be expanded to help all prisoners in need of treatment, no matter the length or duration of their sentence. Most prisoners are housed too far away from their families to maintain connections. Family connections have been proven to reduce recidivism, yet most prisoners are housed more than 500 air miles away from home. The report also provides 13 recommendations for policymakers to improve prisoners' chances of success once they reintegrate into society. Details: Washington, DC: Families Against Mandatory Minimums , 2017. 32p. Source: Internet Resource: Accessed June 5, 2017 at: http://famm.org/wp-content/uploads/2017/05/Prison-Report_May-31_Final.pdf Year: 2017 Country: United States URL: http://famm.org/wp-content/uploads/2017/05/Prison-Report_May-31_Final.pdf Shelf Number: 145922 Keywords: Correctional Treatment ProgramsFederal InmatesOffender RehabilitationPrisonersRecidivismVocational Education and Training |
Author: Farn, Amber Title: Education and Interagency Collaboration: A Lifeline for Justice-Involved Youth Summary: On a given day, over 54,000 juvenile offenders are held in residential placement facilities (Office of Juvenile Justice and Delinquency Prevention [OJJDP], 2015), and about one-third of these incarcerated youth are identified as needing special education support (Council of State Governments [CSG] Justice Center, 2015, p. 1). It is particularly important that these at-risk youth receive high-quality education services in order to make successful transitions from adolescence to adulthood (Leone & Weinberg, 2012). Education not only plays a significant role in facilitating moral, social, and psychological development, but also has important implications for a youth's long-term life experiences and well-being, including employment, income, and health. Unfortunately, youth involved in the juvenile justice system experience a plethora of challenges to receiving a quality education. While many studies have indicated that schooling provides a reliable pathway for delinquent youth to become healthy, productive members of their communities (Lee & Villagrana, 2015), system-involved youth often do not have access to the same high-quality educational opportunities as their non-delinquent counterparts and tend to struggle in academic settings. Research has overwhelmingly demonstrated the correlation between youths justice system involvement and educational outcomes; poor school performance is a significant indicator of delinquency, and delinquency is a strong predictor of poor school performance (Ramirez & Harris, 2010). Pettit and Western (2004) found that high school dropouts are about three to four times more likely to be imprisoned than high school graduates; approximately ten percent of white males and 60 percent of black males who drop out of school in the United States are expected to face incarceration at some point in their lives. In terms of recidivism, Beck and Shipley (1989) studied more than 16,000 prisoners from 11 states and found that the rate of reoffense decreased as offenders' education level increased. The study showed that the recidivism rate was approximately 62 percent for individuals with an eighth grade education or less, 57 percent for individuals with high school diplomas, and 52 percent for individuals with some college education. Although studies have shown that youth who succeed in school while incarcerated are less likely to recidivate, most youth do not earn a GED or graduate from high school while in custody. A 2005 Juvenile Justice Education Enhancement Program study that analyzed cases of over 10,000 delinquent youth released from facilities in Florida found that only 7% of the youth had earned a high school diploma or GED before re-entering the community (as cited in Blomberg, Bales, Mann, Piquero, & Berk, 2011). These findings align with the results of a 2015 CSG Justice Center survey of state juvenile correctional agencies in all 50 states. The survey asked these state agencies to report on the educational and vocational services provided to incarcerated youth; the collection, analysis and reporting of student outcome data; and what they did to ensure that youth received services after release from incarceration. Key findings from the survey indicated that a majority of incarcerated youth had reading and math skills significantly below their grade level, and were suspended, expelled, or had dropped out before their confinement (CSG Justice Center, 2015). Moreover, only 18% of states provided vocational services similar to those available in the community, such as work-based learning opportunities, vocational certification programs, and career and technical education courses (CSG Justice Center, 2015, p.3). As demonstrated in these studies, the correlation between delinquency and education is predictable. Entry into the juvenile justice system is often associated with factors that inhibit educational achievement, such as poverty, lack of adult supervision, truancy, exposure to trauma and criminal behavior, behavioral and mental health issues, and many others. Juvenile justice involvement, such as attending court hearings during school hours, can disrupt students' school experience. Deeper penetration into the justice system can exacerbate this disruption, as incarcerated youth often do not have access to high-quality education programming within facilities. Furthermore, during the re-entry process, youth often encounter many barriers to reintegrating into school and obtaining academic credits or vocational skills. It is therefore imperative that policymakers, educators, and child-serving agencies work collaboratively to address the unique educational needs of youth at risk of entering, or involved in, the juvenile justice system. This issue brief reviews the research on education for system-involved youth, details recent efforts to improve education outcomes for the population, and highlights the Washington Education Advocate (EA) Program, a school-based transition program that focuses on bridging the education achievement gap for youth involved in the juvenile justice system in the state of Washington. Details: Washington, DC: Center for Juvenile Justice Reform, Georgetown University, 2016. 21p. Source: Internet Resource: Accessed August 7, 2017 at: http://cjjr.georgetown.edu/wp-content/uploads/2016/08/Lifeline-for-Justice-Involved-Youth-August_2016.pdf Year: 2016 Country: United States URL: http://cjjr.georgetown.edu/wp-content/uploads/2016/08/Lifeline-for-Justice-Involved-Youth-August_2016.pdf Shelf Number: 136749 Keywords: Collaboration Educational Programs Juvenile Justice Juvenile Offenders Rehabilitation Programs Vocational Education and Training |
Author: Pham, Duy Title: Incarceration to Reentry: Education & Training Pathways in Indiana Summary: Because the social, economic, political, historical, and racial context that shapes the criminal justice system is both complex and extensive, individuals who have been incarcerated face limited opportunities - particularly for education and training - both during and after incarceration. Historical investments in corrections and policies that prioritize punishment over prevention and rehabilitation have been unsuccessful in improving public safety and have greatly marginalized low-income communities and communities of color. Research has shown, however, that correctional education and training can significantly improve the outcomes of those returning to society. These positive outcomes are leading to increased federal and state momentum to improve postsecondary access for prisoners and are lifting this issue higher on reform agendas. Nonetheless, the education and training needs of prisoners are far more complex than what traditional postsecondary education can meet, and linking those needs to training that articulates to post-release opportunities is essential for successful reentry. Building on the theme of continuity from incarceration to reentry, these briefs will highlight the continuous improvement stories of states that are moving toward this type of alignment. This brief will focus on Indiana. Details: Washington, DC: CLASP, 2017. 14p. Source: Internet Resource: Accessed November 20, 2017 at: https://www.clasp.org/sites/default/files/publications/2017/11/2017_incarcerationtoreentryindiana.pdf Year: 2017 Country: United States URL: https://www.clasp.org/sites/default/files/publications/2017/11/2017_incarcerationtoreentryindiana.pdf Shelf Number: 148272 Keywords: Correctional EducationEducational ProgramsPrisoner ReentryPrisoner RehabilitationVocational Education and Training |
Author: Ipsos MORI, Social Research Institute Title: Evaluation of prisoner learning: initial impacts and delivery Summary: Ipsos MORI, London Economics and Sheffield Hallam University were commissioned by the Department for Business, Innovation and Skills (BIS) 1 and the Ministry of Justice (MoJ)2 in March 2015 to undertake a process and impact evaluation of prisoner education. This included the impacts of prisoner education under Phase 3 (August 2009 - July 2012) and Phase 4 (introduced August 2012) of the Offender Learning and Skills Service (OLASS3 and OLASS4), as well as changes made to the service under OLASS4, encompassing: - new co-commissioning arrangements between the Skills Funding Agency (SFA)3 , Her Majesty's Prison and Probation Service (HMPPS, formerly the National Offender Management Service (NOMS)) and prisons to facilitate greater local influence on learning; - modified governance structure, including the creation of Governance Boards covering regional Units of Procurement and the clustering of prisons within these areas, to oversee revised funding arrangements, build strategic partnerships, and facilitate more responsive commissioning; - new delivery arrangements, including a stronger emphasis on assessment of learning needs, an improved focus on vocational learning, and provision for learners with learning difficulties and/or disabilities (LLDD); - the delivery of the National Careers Service in prisons; - the Virtual Campus (VC) - a secure internet-based platform to support prisoners to conduct online learning and job search; - the introduction of mandatory English and maths assessments from summer 2014 for newly received prisoners on entry into the system, and; - the introduction of student tuition fee loans for higher education (HE) after September 2012 and Advanced Learner Loans4 for further education (FE) courses at Level 3 and 4, for eligible prisoners aged 24 and over from 2013/14. Details: London: HM Prison & Probation Service, 2018. 114p.; 76p. Source: Internet Resource: Ministry of Justice Analytical Series: Accessed May 24, 2018 at: https://www.gov.uk/government/publications/evaluation-of-prisoner-learning-initial-impacts-and-delivery Year: 2018 Country: United Kingdom URL: https://www.gov.uk/government/publications/evaluation-of-prisoner-learning-initial-impacts-and-delivery Shelf Number: 150353 Keywords: Correctional EducationCorrectional ProgramsPrisoner RehabilitationVocational Education and Training |