The document discusses reducing recidivism rates in Illinois through increased educational programs for prisoners. It notes that Illinois' recidivism rate of 51.7% is higher than the national rate of 43.3%. Studies show recidivism drops significantly for prisoners receiving associates or bachelor's degrees compared to no education. The author proposes Illinois implement a program like Oregon's "College Behind Bars" to provide education and training, which could help lower costs from reduced recidivism while improving public safety.
6 facts you must know about student loans and college debtpauldylan06
Currently, there is a call for a more affordable college education, which makes sense. It comes on the heels of a recession that undercut the value of a college education. Even those with a college degree were not immune to the financial hit that the economy took and those still paying off their student loans were often left without the very job they had always assumed would pay off their educational debts. To know more facts about college loans visit http://www.theedadvocate.org/6-facts-you-must-know-about-student-loans-and-college-debt/
A paper I wrote for English 04. It discusses what options are available to Public School Districts, unable to comply with government regulations. i discuss choices for districts, who cannot currently comply with, No Child Left Behind initiative.
Asignatura: Historia de los países de habla inglesa / History of english-speaking countries.
Título: ONU history
Objetivos 4: Educación de calidad / Goal 4: Quality education
By: María Calvo Puga
From Correctional Education to School Reentry How Formerly JeanmarieColbert3
From Correctional Education to School
Reentry: How Formerly Incarcerated Youth
Can Achieve Better Educational Outcomes
Sonia Pace*
I. Introduction............................................................................128
II. Youth at Re e n t r y .................................................................. 128
III. Relevant Federal Po l ic ie s.................................................. 130
IV. Correctional Education...................................................... 131
V . Education Reentry Transition Services and Programs .133
VI. Obstacles to School Re e n t r y .............................................135
VII. Alternative Schools Offer an “Easy Out” .................... 138
VIII. Recommendations.................................................................139
1. Implement individualized, long-term educational planning
from intake to discharge...................................................139
2. Encourage greater collaboration between state education
agencies, local school districts, and juvenile justice
facilities.............................................................................139
3. Align correctional education curricula and standards with
local school districts......................................................... 140
4. Increase tracking and evaluation of academic outcomes. . 140
5. Place more social workers in public schools to support youth
in transition....................................................................... 141
6. Mandate that schools accept formerly incarcerated
students............................................................................. 141
7. Increase investment in and funding for correctional
education and reentry programs....................................... 142
8. Implement best practices in the continuum of educational
128 Texas Journal on Civil Liberties & Civil Rights [Vol. 23:2
services.............................................................................. 143
Conclusion........................................................................................143
I. Introduction
Though education may be essential to reducing the risk of
recidivism, research shows that many formerly incarcerated youth still
experience dismal educational outcomes.* 1 Each year, approximately
100,000 youths are discharged from juvenile justice facilities and return
to their communities2 to face a myriad of challenges, including
difficulties with high school reentry3 and diploma attainment.4 Many
released juveniles do not return to school.5 By contrast, eighty-eight
percent of the general U.S. population graduates from high school or has
a GED.6 These outcomes suggest an ineffective continuum of
correctional education and school-reentry processes. This Note seeks to
identify how correctional education, school-reentry processes, and
education-transition programs contribute to the educational outcomes of
formerly incarcerated youth ...
9Alenazi, Moath Bambrick, Courtney 4202016Prison Educa.docxransayo
9
Alenazi, Moath
Bambrick, Courtney
4/20/2016
Prison Education in the USA.
Prison education also referred to as Inmate Education and Correctional Education is a wide term that consists of some activities of education that takes place in the prison. These activities include both the academic education and vocational training. The goals and aims of such activities are to prepare the inmates for success outside the bars and to enhance rehabilitation of prisoners. (Hartnett 2010)
Programs of education that are offered in the prison are provided and managed by systems of prison in which they live. Funding for these programs is provided by the official correctional department budgets, prisoners, their families and private organizations if the prisoner is pursuing education through a correspondence program. Educational opportunities can be categorized into two; academic education and vocational training.
Each year in the United States, thousands of incarnate people leave the prison system and return to their communities and families. Many reintegrate into their societies, get jobs and become one of the productive members of the society, while others may commit other crimes and end up being taken back to prison.
Although there are some reasons that make others succeed while other do not, it is clear to say that lack of skills and education is one of the key reasons. This is a reason why correctional education programs- whether academically or vocationally based- are the major services that are provided in the facilities of correction across all the states.
Eighty-five percent of United States offer some correctional or prison education programs. A census that was conducted in 2005 of the federal correctional facilities and the state shows that 66 percent of the correlation facilities of the state offered literacy or a 1st to 4th grade education programs, 64 percent offered 5th -8th grade education programs, 76 percent offered GED or secondary education, 50 percent provided vocational training, 33 percent provided special education and 33 percent offered college courses. (Hartnett 2010)
Participation rates of the inmates vary, and so some extent declined, although most of the prison facilities in the state offer some form of education. For example, between the years 1997 to 2004, the rates of participation in GED, ABE, vocational training, and post-secondary programs showed a decline that is modest. In the year 2004, 54 percent of the inmates in the state reported having taken part in the prison education since they were admitted to a correctional facility. 27 percent of prisoners only reported having participated in a vocational training program: 19 percent were reported to have been participated the programs of secondary education; 2 percent participated in adult basic education, and 7 percent took part in adult post-secondary education programs.
The reasons behind this low participation can include lack of awareness of the opportunities of the.
6 facts you must know about student loans and college debtpauldylan06
Currently, there is a call for a more affordable college education, which makes sense. It comes on the heels of a recession that undercut the value of a college education. Even those with a college degree were not immune to the financial hit that the economy took and those still paying off their student loans were often left without the very job they had always assumed would pay off their educational debts. To know more facts about college loans visit http://www.theedadvocate.org/6-facts-you-must-know-about-student-loans-and-college-debt/
A paper I wrote for English 04. It discusses what options are available to Public School Districts, unable to comply with government regulations. i discuss choices for districts, who cannot currently comply with, No Child Left Behind initiative.
Asignatura: Historia de los países de habla inglesa / History of english-speaking countries.
Título: ONU history
Objetivos 4: Educación de calidad / Goal 4: Quality education
By: María Calvo Puga
From Correctional Education to School Reentry How Formerly JeanmarieColbert3
From Correctional Education to School
Reentry: How Formerly Incarcerated Youth
Can Achieve Better Educational Outcomes
Sonia Pace*
I. Introduction............................................................................128
II. Youth at Re e n t r y .................................................................. 128
III. Relevant Federal Po l ic ie s.................................................. 130
IV. Correctional Education...................................................... 131
V . Education Reentry Transition Services and Programs .133
VI. Obstacles to School Re e n t r y .............................................135
VII. Alternative Schools Offer an “Easy Out” .................... 138
VIII. Recommendations.................................................................139
1. Implement individualized, long-term educational planning
from intake to discharge...................................................139
2. Encourage greater collaboration between state education
agencies, local school districts, and juvenile justice
facilities.............................................................................139
3. Align correctional education curricula and standards with
local school districts......................................................... 140
4. Increase tracking and evaluation of academic outcomes. . 140
5. Place more social workers in public schools to support youth
in transition....................................................................... 141
6. Mandate that schools accept formerly incarcerated
students............................................................................. 141
7. Increase investment in and funding for correctional
education and reentry programs....................................... 142
8. Implement best practices in the continuum of educational
128 Texas Journal on Civil Liberties & Civil Rights [Vol. 23:2
services.............................................................................. 143
Conclusion........................................................................................143
I. Introduction
Though education may be essential to reducing the risk of
recidivism, research shows that many formerly incarcerated youth still
experience dismal educational outcomes.* 1 Each year, approximately
100,000 youths are discharged from juvenile justice facilities and return
to their communities2 to face a myriad of challenges, including
difficulties with high school reentry3 and diploma attainment.4 Many
released juveniles do not return to school.5 By contrast, eighty-eight
percent of the general U.S. population graduates from high school or has
a GED.6 These outcomes suggest an ineffective continuum of
correctional education and school-reentry processes. This Note seeks to
identify how correctional education, school-reentry processes, and
education-transition programs contribute to the educational outcomes of
formerly incarcerated youth ...
9Alenazi, Moath Bambrick, Courtney 4202016Prison Educa.docxransayo
9
Alenazi, Moath
Bambrick, Courtney
4/20/2016
Prison Education in the USA.
Prison education also referred to as Inmate Education and Correctional Education is a wide term that consists of some activities of education that takes place in the prison. These activities include both the academic education and vocational training. The goals and aims of such activities are to prepare the inmates for success outside the bars and to enhance rehabilitation of prisoners. (Hartnett 2010)
Programs of education that are offered in the prison are provided and managed by systems of prison in which they live. Funding for these programs is provided by the official correctional department budgets, prisoners, their families and private organizations if the prisoner is pursuing education through a correspondence program. Educational opportunities can be categorized into two; academic education and vocational training.
Each year in the United States, thousands of incarnate people leave the prison system and return to their communities and families. Many reintegrate into their societies, get jobs and become one of the productive members of the society, while others may commit other crimes and end up being taken back to prison.
Although there are some reasons that make others succeed while other do not, it is clear to say that lack of skills and education is one of the key reasons. This is a reason why correctional education programs- whether academically or vocationally based- are the major services that are provided in the facilities of correction across all the states.
Eighty-five percent of United States offer some correctional or prison education programs. A census that was conducted in 2005 of the federal correctional facilities and the state shows that 66 percent of the correlation facilities of the state offered literacy or a 1st to 4th grade education programs, 64 percent offered 5th -8th grade education programs, 76 percent offered GED or secondary education, 50 percent provided vocational training, 33 percent provided special education and 33 percent offered college courses. (Hartnett 2010)
Participation rates of the inmates vary, and so some extent declined, although most of the prison facilities in the state offer some form of education. For example, between the years 1997 to 2004, the rates of participation in GED, ABE, vocational training, and post-secondary programs showed a decline that is modest. In the year 2004, 54 percent of the inmates in the state reported having taken part in the prison education since they were admitted to a correctional facility. 27 percent of prisoners only reported having participated in a vocational training program: 19 percent were reported to have been participated the programs of secondary education; 2 percent participated in adult basic education, and 7 percent took part in adult post-secondary education programs.
The reasons behind this low participation can include lack of awareness of the opportunities of the.
A letter from physicians and school leaders in WNY to the governor's office, asking for the state to adopt CDC guidance for the return to full-time, in-person learning.
EDITORIAL College Free for AllAs the Democratic and Republi.docxSALU18
EDITORIAL College Free for All?
A
s the Democratic and Republican conventions loom on the horizon, higher education has not been a widely or deeply discussed issue. This is unfortunate. The economic security of the American people requires that each generation be educated to confront the social, environmental and technological challenges of our time and to appreciate the arts and literature, which nourish the personal and national soul.
This calls for greater access to a college or university education. U.S. leaders once hoped that by 2025, 60 percent of the population would be college-educated. So far it is closer to 30 percent. The curse of inequality continues to isolate the ruling elite from the common public. The average male high school dropout might earn $24,000 a year. One with a fouryear college degree might make $52,000, while an advanced degree could merit $67,000. On a salary of $62,000 a family might enjoy a comfortable lifestyle; but the average college graduate moves into public life overburdened by college debts.
A college education today is not a luxury; for many careers it is a personal necessity as well as a social good. Senator Bernie Sanders has proposed that the government should guarantee tuition for every student in a public university, which is 75 percent of the student population. This would be paid for by a tax on Wall Street. Hillary Clinton’s plan would spend $350 million in states that increase their funding, tighten rules on for-profit colleges, have students work for 10 hours a week and allow families to pay according to their income. Her plan would also offer some help to private colleges with high numbers of needy students. Jeb Bush offered the student a $50,000 line of credit to be repaid through federal income taxes over 25 years. Marco Rubio would “fundamentally overhaul higher ed” and supports night school and online degree programs.
A variety of theories explain the rising college costs at public institutions as a recent phenomenon. Critics blame luxurious dormitories and athletic centers and high-salaried administrators and professors. In many cases state legislators have lowered funding year by year, forcing public universities to raise tuition. High tuition can also be falsely perceived as a sign of quality, leading wealthier students to enroll and middle-class strivers to sacrifice and follow.
Proponents of free tuition, at least for the lower middle class, point to Germany, Finland, Norway and Sweden, all of which offer a free college education. It is “free” because fewer students attend college in these countries than in the United States and because citizens are willing to pay much higher income taxes. In the United States, with 50 different state educational systems, California’s public colleges were free until 50 years ago; and Tennessee, Oregon and the city of Chicago have recently provided or will soon provide free tuition for two-year colleges.
Whatever its limitations, the Sanders prog ...
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
1. TO: S.A. Godinez, Director of the Illinois Department of Corrections
FROM:Chloe Smith, citizen of DuPage county; chloesmith93@gmail.com
DATE: 3/22/13
RE: Recidivism and the Illinois Department of Corrections
______________________________________________________________________________
My name is Chloe Smith, and I am an Illinois citizen concerned with the high recidivism rates of
Illinois criminals.
Recidivism is a relapse into crime. Nationally, the recidivism rate of state prisons is 43.3% but,
in the state of Illinois the recidivism rate is 51.7%1. The first step in reducing recidivism rates
would be to implement an educational program that sets Illinois prisoners up for success upon
release.
Although the Illinois department of corrections offers a GED program and technical training for
inmates the type of education found within the Illinois prison systems should be brought to an
entirely new level. An acceptable model of a state with a thriving education program is that of
the State of Oregon. In Oregon recidivism rates of those who received no education is 26.5%,
while the rate amongst those who received an associate’s degree while incarcerated drops to
14%, and finally the recidivism rate of those who received a bachelor’s degree while in prison is
only 6%2. These numbers are far more appealing than the national recidivism rates of 43.3 %3
which is why the Illinois Department of Corrections should follow suit and offer education in
every state prison. Although many prisons offer literacy classes, GED classes, and some
technical training these are not enough. Education, either general or specialized for a trade,
allow for prisoners to learn important skills that will help them succeed; rather than just
removing them from society for an extended period of time and throwing them back with a black
mark on their record and no ability to get a job. A major contributor to the recidivism rate is the
inability for released convicts to find a sufficient job because they have little education and/or
training. A 1991 study found that only 23% of parolees who had received vocational or
educational training were re-incarcerated in a twelve month period4. The study subjects had no
prior job training or any contact with employers during their time in prison. Education can make
a large impact on recidivism rates and would be a wise investment for the Department of
Corrections to reduce the cost of corrections over time.
The annual cost per inmate in Illinois is $38, 2685. With an average of 18,409 inmates being
incarcerated each year that is an additional cost of $704,448,900.946 along with the $20,110 cost
per inmate for the incarceration process7 which is $370,204,990. Obviously this is an immense
burden on the tax payer and the Illinois Department of Corrections budget. Although education
could not guarantee every released convict would not commit another crime, again looking at
1
State of Recidivism April2011 The Revolving Door of America’s Prisons
2
Peters, Colette.
3
State of Recidivism April2011 The Revolving Door of America’s Prisons
4 Jancic, Mitchell.
5
The Price of Prisons: Illinois
6
State of Recidivism April2011 The Revolving Door of America’s Prisons
7
Godinez, S.A
2. Oregon—22.8% recidivism rate8—one can see how increasing education opportunities for
inmates can have a positive effect of recidivism rates and directly cut costs.
Although from 2012 to 2013 there was an 8.2% decrease in the Department of Corrections
budget and this is definitely a significant amount I am not asking for additional funding9. I
suggest that IDOC follow the model of Oregon and call for donations and volunteers to support
this program. I estimate the annual cost of this education program to be $24, 137,900 for the state
of Illinois—based on Oregon’s $7,000,000 annual costs and differences in state prison number
and sizes10. The program used by the State of Oregon is called “College Behind Bars”. College
Behind Bars allows prisoners participate in college courses with actual college students. The
prisoners are required to complete all of the same assignments as the regular students and once a
week students from the participating college attend class at the prison to give the prisoners a
chance to interact with other students and have a class room experience. Oregon’s program has
flourished as a result of the immense support from the community because there is such promise
in positive social change with correctional educations. Oregon has seen a 24-27% decrease in
recidivism amongst inmates who participate in 110 hours of schooling or more while
incarcerated11. A study done by the United States Department of Education found that for every
one dollar spent on education, two dollars were saved on prison costs and that those who
attended class during incarceration were 29% less likely to be reincarcerated12.
As I previously stated, reducing recidivism rates would not only have a positive economic effect
but also a positive social effect. Eddie Alves the director of education at Treasure Valley
Community College (OR) stated, “The goal is to prevent further victims, although it’s for the
inmate, it’s for the whole community13. Brigitte Amsberry, the assistant superintendent of
transition of the ODOC stated, “Education reduces recidivism, which reduces victimization—it’s
not about ‘let’s give these guys something to do.’ We’re providing education because it will
ultimately keep the public safer.14” Like all states, the crime rate in Illinois could stand to go
down a few points, increasing education within the Illinois state prisons recidivism will go down
as will the crime rate.
The state of Illinois has the potential to significantly reduce its corrections cost and positively
impact the social structure of Illinois by implementing a greater utilization of education in the
state prison systems. A reduced recidivism rate is something that with benefit all Illinois citizens
socially and financially by lessening the burden of the corrections on taxpayers and returning
able-workers to the job force when released from prison. The Department of Corrections must
recognize that something needs to be done and that this proposition allows for positive change
without high monetary costs.
I have addressed this memorandum to you because you are the Illinois Department of
Corrections board members and your support of this proposal is the first step towards bringing
change to Illinois corrections.
8
State of Recidivism April2011 The Revolving Door of America’s Prisons
9
Fiscal Year 2013 Agency Budget Fact Sheets
10
Meyer, Dawnell
11
Meyer, Dawnell
12
Foreman, Steven.
13
Keller, Jessica.
14
Aney, Kathy.
3. Sources
Aney, Kathy. "Education on the Inside: Inmates at EOCI Enroll in Classes to Prepare for Life
after Prison." The East Oregonian. N.p., 16 Dec. 2009. Web. 19 Apr. 2013.
<http://www.oregon.gov/DOC/OMR/PROGMS/docs/wfd_eoci_20091216.pdf>.
"Fiscal Year 2013 Agency Budget Fact Sheets." Fiscal Year 2013 Budget Fact Sheet. Governor
Pat Quinn, 2012. Web. 13 Apr. 2013.
Foreman, Steven. "Oregon's College Inside Program Educating Inmates." University KVAL. N.p.,
6 Dec. 2010. Web. 19 Apr. 2013. <http://university.kval.com/content/oregons-college-
inside-program-educating-inmates>.
Godinez, S.A. "IDOC: Financial Impact Statement." Illinois.gov. N.p., 2011. Web. 7 Mar. 2013.
Jancic, Mitchell. "Does Correctional Education Have an Effect on Recidivism?" JCE 49.4
(1998): 152-61. Print.
Keller, Jessica. "Grant Allows Some SRCI Inmates to Get Associates Degree." The Argus
Observer. N.p., 9 Dec. 2010. Web. 19 Apr. 2013.
<http://www.oregon.gov/DOC/OMR/PROGMS/docs/wfd_srci_20101209.pdf>.
Meyer, Dawnell. "Colette Peters Lecture." Message to the author. 22 Apr. 2013. E-mail.
Peters, Colette. "Renaissance Series." College of Saint Benedict Annual Renaissance Series.
Upper Gorecki, Saint Joseph. 21 Jan. 2013. Lecture.
"The Price of Prisons: Illinois." Vera Institute of Justice. The PEW Center on the States, Jan.
2012. Web. 13 Mar. 2013.
"State of Recidivism April 2011 The Revolving Door of America’s Prisons." The Pew
Charitable Trusts - Non Profit Organization Serving the Public. N.p., Apr. 2011. Web. 5
Mar. 2013.