A Rapid Evidence Assessment of the effectiveness of prison education in reducing recidivism and increasing employment (original) (raw)
Related papers
The Effectiveness of Prison Education in Reducing Criminal Recidivism: A Systematic Review
Qeios, 2024
Criminology defines recidivism as the relapse into criminal behavior of individuals with a criminal record. Prisoners are a vulnerable sector of the population which makes reintegration programs vital to facilitate their reinsertion into society after liberation. This study conducts a systematic review of the literature on prison education and recidivism in the last 5 years. PICO eligibility criteria were applied, various sources were used, and 10 studies were selected for the review. The studies address recidivism through qualitative, quantitative, and mixed approaches, revealing the complexity of the issue and the need for comprehensive and tailored approaches. Concerns arise about the ineffectiveness of criminal policies and the need for reforms in prison conditions and education. Studies suggest a weak relationship between participation in educational programs and recidivism prevention, emphasizing the importance of a humanistic and more holistic approach to rehabilitation. Factors such as low enrollment in the programs, overcrowding in prisons, lack of access to post-secondary education influence program effectiveness. The importance of preventive policies, removal of obstacles to reentry, social integration programs, and adapting interventions to specific population needs is emphasized. Findings highlight the urgency of addressing structural issues and the importance of a holistic approach to prison system reform. Lack of resources and adequate support often hinders rehabilitation efforts. Implementing comprehensive preventive and corrective measures is essential to improve outcomes and reduce recidivism.
The Impact of Prison Education Programs on Post-Release Outcomes
Samples of releasees who had participated in GED, High School, VT, and College prison programs and a comparison group of non-participants (Hazard rate analysis) Recidivism 21 GED, High School, VT, College College: 62% red; GED16% red; VT: 19% red High School 2% red 972 Batiuk, Moke, and Rountree 1997 Mult. Logistic reg excluding post-release employment Recidivism 5 Assoc 4 68% Dec in Prob 318 Batiuk, Moke, and Rountree 1997 Mult. Logistic reg excluding post-release employment Employment 6 Assoc 4 168% Inc in Prob 318 Batiuk, Moke, and Rountree 1997 Mult. Logistic reg including post-release employment Indicates Post-release employment mediates recidivism Recidivism 5 Assoc 4 43.3% Dec in Prob N.S. 318 Blackburn, 1979, 1981 Compared 189 participants who had completed at least 12 hours of an Associates Degree program to a matched group of 189 prisoners based on mechanical matches of age, race, month of release, Law Encounter Severity Scale score (risk assessment), Environmental Severity Scale score (combination of needs and risk factors), and the Maladaptive Behavior Record score (employment, addiction, adjustment). Also did a multivariate analysis of a transformed proportion of the amount of time in the community. The time at risk periods varied from 1 to 8 years. Because the TX and CMP subjects were matched on release date, their overall potential times at risk were comparable. Recidivism 39 Associates Degree Participation 36.4% Rel Dec 378 Burke & Vivian, 2001 Mechanical match on age, education level, sentence length, sex, ethnicity Recidivism 8 Completes College Course 7 31.9% Rel Dec. 64 Callan and Gardner, 2007 Compared Australian prisoners who participated in VT programs to a comparison group of non-participants. Used logistic regression to test the VT participation effect along with age, sex, indigenous status, most serious offense grouping, sentence length grouping, education grouping, risk score, literacy/numeracy prior to release, and postrelease employment assistance. Recidivism 44 VT 28.1% Rel Dec 6,021
Prison education programs as factors in inmate recidivism rates
The purposes of this study were to determine the effects of participation and completion of the CCSD prison education program by incarcerated male students on subsequent rates of recidivism; and to determine if there were any significant differences at the .05 level between 18 different dependent variables in inmate behavior. It was hypothesized that students who were program persisters/completers would have higher success rates once having achieved parole/expiration, and would have lower rates of recidivism. Students who were noncompleters/nonpersisters would have higher recidivism rates upon achieving parole/expiration. The variables w e r e :. 1. Current age 2. Ethnicity 3. Age at first admission 4. Prior number of arrests (Police Contacts) 5. N e v a d a 'Department of Prisons admission status 6. Court ordered adjudicated sentence length 7. Juvenile delinquency contact record 8. Number of prior probation failures Rules and Order 9. Number of prior probation failures Rearrest 10. Number of prior parole failures Rules and Order 11. Number of prior parole failures Rearrest 12.
This study examined the effects of three levels of participation in prison-based career and technical education (CTE) programs on the reduced likelihood of recidivism (survival probability). This study used corrections and correctional education data from a mid-sized state to develop propensity scores in an effort to create matched pair comparison groups and Cox regression to determine survival probability. The study established that the positive program effects were limited to those fully completing a CTE program, while there were no statistically significant differences between the two groups of non-completers and their respective comparison groups. Results also show that gender was statistically significant in two of the three Cox regression models, indicating female exoffenders were more likely to survive (not recidivate) than their male counterparts. Discussion and suggestions for further investigation are included.
Correctional Education: Does It Get to the Heart of the Problem
Does correctional education really impact the rate of recidivism for released prisoners? The debate over the benefits of correctional education is often framed as recidivism rates being the primary measure for success. Recidivism rates are then couched in terms of employability as the important measure of the cost benefits of correctional education. However, the issue of offender rehabilitation is more than just economic. It strikes to the very heart of how strong or weak a country really can be. If a nation cannot solve its own social ills the ultimate consequence will be a decaying society that will eventually be a ruined society. The ability to “rehabilitate” the weak members of society into productive citizens is one measure of the character of a nation. The question is does correctional education do enough to support the rehabilitative process for the broader prison population? Should correctional education focus on more than just literacy and employ-ability?
Prison-Based Education and Re-Entry into the Mainstream Labor Market
2006
We estimate the post-release economic effects of participation in prison-based General Educational Development (GED) programs using a panel of earnings records and a rich set of individual information from administrative data in the state of Florida. Fixed effects estimates of the impact of participating in the GED education program show post-release quarterly earnings gains of about 15 percent for program participants relative to observationally similar nonparticipants. We also show, however, that these earnings gains accrue only to racial/ethnic minority offenders and any GED-related earnings gains for this group seem to fade in the third year after release from prison. Estimates comparing offenders who obtained a GED to those who participated in GED-related prison education programs but left prison without a GED show no systematic evidence of an independent impact of the credential itself on post-release quarterly earnings.
The role of post-secondary education among ex-inmates living crime-free
Post-secondary education is claimed to have long-term life benefits for all individuals. However, little is known in terms of how post-secondary education assists ex-inmates to live crime-free. The aim of the present study was to explore how post-secondary education independently and directly came to assist ex-inmates to live crime-free. Participants (n=20) in the study were male ex-inmates living crime-free. Comprehensive education-related information in terms of school experiences, learning trajectories and educational history/background was collected for each of the participants. The study found that only few participants (20%) who continued post-secondary post-prison education not only remained crime-free but had a positive pathway post-release. Gaining post-secondary qualifications appeared to position ex-inmates in a socially cultured academic environment away from anti-social and negative at-risk communities directly assisting them to live crime-free. Consequently post-secondary education appears to reposition ex-inmates into a crime-free post-prison pathway. Hence, prison education (i.e. education programs delivered in prison) for inmates should be organized and/or facilitated toward post-secondary education with a multifaceted lifelong learning pathways.