A 

Abortion
Accounting
Advertising
Africa
African-American Studies
Aging
Agriculture
American Indian Studies
Anthropology
Archaeology
Architecture
Argumentative
Art: Artists (Alphabetized)
Art: General
Become an Affiliate and Earn $$$
Biographies (Alphabetized)
Book Reviews (Non-Fiction) (Alphabetized)
Business: Companies (Alphabetized)
Business: General
Business: Industries (Alphabetized)
Business: International
Business: Small
California
Canada
Caribbean
Child Abuse
China
Communication: Journalism
Communication: Language & Speech
Communication: Media
Communication: Non-Verbal
Communication: Television
Communication: Television & Children
Communism
Computer Science
Consumerism
Criminal Justice: General
Criminal Justice: Juvenile Delinquency
Criminal Justice: Police Science
Criminal Justice: Prisons
Cuba
Death & Dying: Euthanasia
Death & Dying: General
Death & Dying: Suicide
Drama: American
Drama: English
Drama: World
Drugs: Alcohol
Drugs: General
Economics: Banking
Economics: Economists (Alphabetized)
Economics: General
Economics: Inflation
Economics: International Trade
Economics: Macroeconomics
Economics: Microeconomics
Economics: Taxation
Education: Administration
Education: Curriculum
Education: General
Education: Higher
Education: Physical
Education: Psychology
Education: Reading
Education: Special
Education: Teaching Methods
Education: Theory
Energy: General
Energy: Nuclear
Energy: Solar
Environmental Studies
Evolution
Family & Marriage
Films: Artists (Alphabetized)
Films: General
Finance: Companies (Alphabetized)
Finance: General
Former Soviet Union: Post-1990
France
Gender & Sexuality
Geography
Germany
History: Ancient Greek & Roman
History: European
History: Great Britain
History: U.S. (After 1865)
History: U.S. (Before 1865)
History: U.S. Presidency
History: U.S. Presidents (Alphabetized)
Homosexuality
Immigration
India
Indonesia
International Relations: Arms Control
International Relations: Cold War
International Relations: Non-U.S.
International Relations: U.S.
Japan
Jewish Studies
Korea
Labor
Latin America
Law: Business
Law: Capital Punishment
Law: General
Law: International & Non-U.S.
Law: Supreme Court
Leadership
Literature, American: Authors (Alphabetized)
Literature, American: Faulkner
Literature, American: Fitzgerald
Literature, American: General
Literature, American: Hawthorne
Literature, American: Hemingway
Literature, American: Melville
Literature, American: Poe
Literature, American: Steinbeck
Literature, American: Twain
Literature, English: Authors (Alphabetized)
Literature, English: Chaucer
Literature, English: Conrad
Literature, English: Dickens
Literature, English: General
Literature, English: Joyce
Literature, English: Lawrence
Literature, English: Shakespeare
Literature, English: Swift
Literature, General: Children
Literature, General: Classic (Greek & Roman)
Literature, General: Russian
Literature, General: World
Management: General
Management: Japanese
Management: Motivation
Management: Theory
Management: Women
Marketing: Companies (Alphabetized)
Marketing: General
Marketing: Plans
Mathematics
Medical: Aids
Medical: Dentistry
Medical: Diseases & Disorders (Alphabetized)
Medical: General
Medical: Nursing
Mexican-American Studies
Mexico
Middle East: Egypt
Middle East: General
Middle East: O.P.E.C.
Military
Music: Classical
Music: General
Mythology
Nutrition
Parapsychology/Occult
Philosophy: Ancient Greek
Philosophy: Descartes
Philosophy: Eastern
Philosophy: General
Philosophy: Kant
Philosophy: Sartre
Poetry: American
Poetry: English
Poetry: Milton
Poetry: World
Political Science: Elections & Campaigns
Political Science: Foreign
Political Science: Lobbyists & Pressure Groups
Political Science: Machiavelli
Political Science: Mill
Political Science: Political Theory
Political Science: U.S.
Psychology: Behaviorism
Psychology: Child & Adolescent
Psychology: Disorders
Psychology: Dreams
Psychology: Experimental
Psychology: Freud
Psychology: General
Psychology: Jung
Psychology: Physiology
Psychology: Piaget
Psychology: Rogers
Psychology: Social
Psychology: Testing
Psychology: Therapies
Public Administration: General
Public Administration: Government Agencies (Alphabetized)
Racism
Real Estate
Recreation & Leisure
Religion: Eastern
Religion: General
Religion: Islam
Religion: The Bible
Research: Completed Studies (With Statistics & Results)
Research: Designs & Proposals
Research: Statistics & Methodology
Russia: Pre-1917 Revolution
Science: Astronomy
Science: Biology
Science: General
Science: Genetics
Sociology: Durkheim
Sociology: General
Sociology: Marx
Sociology: Social Problems
Sociology: Social Theory
Sociology: Social Welfare
Sociology: Weber
Soviet Union: 1917-1990
Sports: Drugs
Sports: General
Technology
Transportation: Automotive
Transportation: Aviation
Transportation: General
Transportation: Railroads
Urban Studies
Vietnam
Women Studies
 

RECIDIVISM & EDUCATIONAL REFORM.   Term Paper ID:25309 Click to get this paper

Essay Subject: Examines how prison schooling affects recidivism & assesses adult basic education, vocational, psychoeducational & college level programs & impact on inmates.... More...

23 Pages / 5175 Words 25 sources, 31 Citations, APA Format $92.00 Return to List of Papers

Paper Abstract: Examines how prison schooling affects recidivism & assesses adult basic education, vocational, psychoeducational & college level programs & impact on inmates. Paper Introduction: RECIDIVISM AND EDUCATIONAL PROGRAMS Introduction The purpose of this paper is to discuss the effects of educational programs designed for inmates on recidivism. To this end, the paper examines various kinds of programs including: adult basic education programs; vocational programs; psychoeducational programs; and college level programs. Following an examination of the general effectiveness of these programs with respect to recidivism, the paper develops a set of conclusions regarding; a) the relationship between recidivism and the successful completion of educational programs; and b) the type of programs that appear to be particularly well-suited to the transitory nature of the jail population. Recidivism and Adult Basic Education Programs Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Vocational-technical education consisted of classroomlaboratories and on the job training programs, and programs were offered in35 general work/career areas. This program provides young people with instruction onsurvival training with instruction being provided in a real-world setting,e.g., excursions to the mountains and woods. Other predictors of recidivism include: age of first offense, lengthof incarceration, gang affiliation, type of crime committed and theexistence of a special education background (Katsiyannis & Archwamety,1997). An extensive evaluation of the effects of vocational programs oninmates was conducted by the New Jersey State Employment and TrainingCommission (1997). 4); and that having attainable goals and ahealthier self-image had improved the behavior of the inmates. Specifically, comparisons were made in recidivism rates associatedwith: a) participants in the adult basic educational program andnonparticipants; and b) participants in the academic program andparticipants in the vocational program. Vocational education in prison--An alternativeto recidivism. (1985). Of course not all research supports program effectiveness. These recommendationsincluded: better data collection to determine the impact of programs;enhanced intergovernmental cooperation to improve operations and linkageswith other state education, training, and employment initiatives; expandedand improved program quality and delivery to increase access; improvedintegration of corrections education programs with other aspects of theinstitutional environment; and expanded transitional programs. Factors related torecidivism among delinquent youths in a state correctional facility.Journal of Child and Family Studies, 6(1), 43-55. Matisoff, D. (1994). An evaluation of the effectiveness of alcoholtreatment, driver license actions and jail terms in reducing drunk drivingrecidivism in California. There have been suggestions that adult basic educational programs maybe highly effective but only for a certain subset of inmates. Gibbs, J.C., Potter, J.C., Granville, B., Goldstein, A.P. However, the programwas not successful in meeting its two collective goals. (1994). The state of post-secondary correctionaleducation in Ohio. In otherwords, adult education programs can reduce recidivism of offenders butprimarily those offenders whose basic academic skills are very under-developed. However, even if attempts are made to boostthe power of academic, vocational and college level programs, the examinedresearch on education and recidivism suggested that without supplementalpsychoeducational training, maximal effects on recidivism are probably notgoing to be achieved for any program.Types of Programs Well-Suited to the Jail Population Based on the discussion of the empirical knowledge base on recidivismand educational programs, it seems reasonable to ask whether there existfindings indicating which ones of the various program types areparticularly well-suited to inmates. Williams, D.N. Among the main findings observed by the Texas State Department ofCriminal Justice (1994) were the following: (1) Inmates exposed to basic adult education programs have lowerrecidivism rates than do nonparticipants; (2) Most vocational programs in prison reported not only lowerrecidivism rates, but also lower parole revocation rates, betterpostrelease employment patterns, and better institutional disciplinaryrecords for program participants than for nonparticipants; (3) Factors associated with higher program success rates includedkeeping the program separate from the rest of prison routine, providingfollow-up after release, identifying and attracting a target population,and providing marketable vocational skills. In a discussion of therecidivism findings it was suggested that the latent effect is part of aself-rehabilitation process through public self-reports of deviant behaviorand its ramifications (Scott, Farnsworth & Hawkins, 1994). Allen (1988) cited findings from a University ofOklahoma study, showing that fewer than 25 percent of the inmates who hadreceived vocational training in prison returned to the penal systemfollowing their release, compared to a recidivism rate of 77 percent forthe general prison population in Oklahoma. Extreme crowding and the need to maintain a secure environment at alltimes were said to be the two factors that most affected the outcomes ofprison education programs. One point that should be noted regarding adult basic educationprograms and recidivism is that while the more recent literature indicatesthat educational programs are associated with moderate to strong effects interms of reducing recidivism, the early literature does not show suchstrong effects. Recommendations were made to establish similarprograms in other areas such as forestry and geology. In this research, the effects ofthe program were examined in terms of both recidivism and employmentfollowing release. Adult academic and vocationalcorrectional education programs: A review of recent research. Of the programs offered, about 75 percent arebeing sponsored by either community colleges or vocational/technicalcolleges (Batiuk, 1997). In another study conducted at a juvenile facility, Grissom andMcMurphy (1986) found those involved in college-prison collaborationsshowed strong gains in math and verbal skills, and that behavioral changes,though modest, were consistently positive. For example, over 6 studies of prisonacademic and vocational programs instituted in Texas prisons were examinedby the Texas State Department of Criminal Justice (1994) as part of a largescale effort to determine the: relationship between prison education andoffender behavior; effects of prison population control strategies onprison education programs; and the effects of academic and vocationalprogram participation on both inmate misconduct and reincarceration. Finally, as mentioned in the paper, to a substantial extent theimpact of any program is determined by various situational factors such assource and amount of program funding, whether instructional strategies aretailed to the special needs of prison populations and so forth. What is particularly interesting aboutthis program is that the offenders actually take on the role of teachersrather than students. (4) Design curricula, instructional strategies and materials toaccommodate the high level of learning disabilities in inmate populations; (5) Work with authorities and staff to not only get inmates toparticipate in programs but to motivate them to remain in the programs; (6) Design programs that not only focus on the academic or vocationalneeds of inmates but also on their psychosocial needs. Someprograms are merely designed better than others and so the contributionthey make to recidivism can be expected to vary somewhat as the result ofthis single factor. (1986). However, theprogram---being based in the community---was also offered to girls oncethey were released from jail. In itsinitial phases, the program included only the literacy component and servedparticipants between 18-3 years of age. & Hawkins, R.D., Jr. Inmates coming to the center could be tested and evaluated withrespect to their academic needs, and individualized education plans couldbe drawn up for students, and educational materials selected to fitstudents' individual needs. Some interesting findings regarding female juvenile offenders andeducational programs were observed in the Field City Girls' Center program(Upshur, 1991). Tewksbury, R.A. Interestingly, there are some indications that even if inmates takingcollege level programs do not boost their skills to any great extent, areduction in recidivism may still obtain. (1997). (ERIC Document Reproduction Service No. Administering quality education in an adultcorrectional facility. There was, however, some research suggesting thateven vocational programs can be improved if attention would be paid notonly to teaching inmates job/career skills but also teaching them thoseskills they need regarding how to look for jobs, how to secure jobs, andhow to maintain a job once they are hired. ED 296 774). Luftig, J.T. It was concluded that licenserevocation legislation and alcohol treatment programs most effectivelyconfront DUI recidivism, and that programs provided to jailed offenderswere no more affective than had they been provided the program but notjailed. Reclaiming children and youth: Journal of emotional and behavioralproblems, 4(4), 22-28. However, the follow-up revealed that posttest knowledge ofthe course areas was not really significantly different than pretestknowledge. Operationkick-it: Texas prisoners rehabilitate themselves by dissuading others.Journal of Offender Rehabilitation, 2 (3), 2 7-215. Based on the Wide Range Achievement Test reading scores, less than 19percent of the inmates read at the twelfth-grade or higher level. In an effort to boost the success of the program, a job developmentprogram was implemented in addition to the basic literacy program. These challengesincluded: security, a great deal of variance in programming, bedavailability, transfers, workers for Correctional Industries, andattendance. (New Jersey State Employment and Training Commission, 1997, p.1) Several recommendations were formulated for placing a greateremphasis on education in New Jersey prisons. A comprehensive overview of thefindings of some very recent studies of the effects of vocational educationon men incarcerated for a variety of crimes, indicated that the results ofmost studies showed a fair amount of support for the hypotheses that adultacademic and vocational correctional education programs lead to: a) fewerdisciplinary violations during incarceration, b) reductions in recidivism,(c) increases in employment opportunities, and d) increases inparticipation in education on release (Gerber & Fritsch, 1995). (1995). & Fritsch, E.J. To this end, the paperexamines various kinds of programs including: adult basic educationprograms; vocational programs; psychoeducational programs; and collegelevel programs. Perhaps, prisons might consider developing an institutional academiccenter offering both basic education, vocational and college levelprograms. Operation Kick-It, is a psychoeducational project that enlists thehelp of imprisoned drug offenders. Journal ofOffender Rehabilitation, 22(1-2), 119-142. However, Matisoff (1997) compared severaleducational programs being offered at a minimum security correctionalcenter. Obviously, one answer is simply the difference in program type. Essentially, a community-based program, this projectemployed psychoeducational methods for incarcerated offenders. Indeed, in a comprehensive review of several educationalprograms developed and tested during the 197 s, it was found that whileinmates did make substantial improvements in learning, this did notnecessarily have an impact on rates of postrelease employment and/orrecidivism (Linden & Perry, 1982). EDO-JC-89- 5). (12) Make efforts to involve local prison administrators, otherprison personnel. ConclusionsRecidivism and the Successful Completion of Educational Programs The foregoing review of the literature on recidivism and educationalprograms developed for prison inmates (both adults and adolescents) clearlyshows that these programs are associated with reductions in recidivism.However, not all programs are effective. Findings showed that offenders least likely torecidivate following the program were those who were able to find jobsfollowing release (Luftig, 1978). Data were also collected regardingthe number of months of school participation, and educational level of theinmate upon entry into the center. Several studies haveevaluated the program with fairly stable findings. Correctional education and the communitycollege. Philadelphia, Penn.: University City Science Center, (ERIC DocumentReproduction Service No. Yearly audits data were used to gather informationon program needs, quality of instruction, and curriculum changes that haveoccurred. On the other hand, there are at least some indications of the kindsof programs that might be best for prison populations. Some of thesefactors were mentioned earlier as including: (1) crowded conditions; (2) the need to structure the program in a manner that maintainsenvironmental security; (3) the institution and the state's degree of commitment to theprogram; (4) funding difficulties; (5) individual differences in wardens' perspectives and preferencesfor programs; (6) the high level of learning disabilities in inmate populations; (7) the failure of many programs to tailor instructional methods tothe special needs of many inmates; (8) a failure of facilities to motivate inmates to remain in theprograms; (9) the fact that too many programs focus on the academic needs ofprisoners without also focusing on their psychosocial needs such as theneed for instruction in methods of self-control and/or conflict resolution; (1 ) staff development problems; (11) variance in program funding from institution to institution; (12) yearly need to reapply for funding; (13) the diversity of funding sources; (14) a lack of coordination and articulation among correctionalfacilities to ensure continuity of education as inmates transfer from oneprison to another; (15) inter-personal and interagency conflicts due to overlapping ordisputed lines of responsibility; (16) high teacher turnover; and (17) difficulties obtaining needed supplies and equipment. Washington, D.C.: Office of Educational Research and Improvement.(Report No. However, empirical analyses conducted on programdata suggest a latent effect on the project participants themselves. Based on findings such as the foregoing, many adult basic educationprograms have been developed, implemented and evaluated in order todetermine their effects on the recidivism rates of incarcerated offenders.One such program is the Real Opportunities Behind Bars for EmploymentProgram (ROBBE) developed to improve the educational skills of jailedinmates; this is a relatively well-known program that was originallyimplemented in Jefferson County, Kentucky. In an evaluation of the program conducted by Tweksbury andVito (1994), 2 ROBBE graduates and 123 eligible students who did notvolunteer for ROBBE were compared in a pretest-posttest design of readingand math competency levels as measured by CASAS. Prison Journal, 74(4), 433-449. Scott, R.F., Farnsworth, M. Improving the educational skillsof jail inmates: Preliminary program findings. A comparative study of educationalprograms and sentencing options for DUI offenders was conducted inCalifornia (Deyoung, 1997). ED 378 363). (1996). Unfortunately,although the program has been implemented elsewhere, there has as yet beenno long-term follow-up conducted to determine whether the findings forrecidivism are stable across longer lengths of time. Perhaps more importantly, the programs also affect inmates' behaviorafter leaving prison. In the Georgia study, adult correctional vocational educationprograms were reviewed relative to two criteria useful in assessingvocational education programs; these were employability and the ability tomake an adequate wage. Batiuk, M.A. Trenton, NJ: New Jersey State Employment andTraining Commission, Trenton. Sacramento, CA: Sacramento County Probation Department (ERICDocument Reproduction Service No. Specifically, it has been found that recidivism rates amongparticipants in Operation Kick-It were significantly lower than recidivismrates in a matched control group of ex-prisoners. (DoctoralDissertation: Southern Illinois University) Dissertation AbstractsInternational, (University Microfilms No. EQUIP combines positive peer culture methodology with social-skillstraining, anger management, moral education, and identification andcorrection of thinking errors. (1984). & Archwamety, T. Reportand recommendations of the state employment and training commission'scorrections task force. Moreover, even among probationers, studies have shown that thosewithout a high school education or even a GED have at least double therearrest rates of those with a high school education or GED (Walsh, 1985). Clare, W.L. Thefollowing educational services were available to Georgia inmates:literacy/remedial reading, adult basic education, General EducationDevelopment, special education, vocational and on-the-job training (OJT),and college-level programs. Outward Bound is another educational program developed primarily forjuvenile offenders. College involvement contributedto the youths' self-image and helped to neutralize the effects of the"prisoner" label. Two collective goals were community service and collectiveadvocacy. First, it can benoted that the existing studies often showed that the programs likely toreduce recidivism the most were vocational programs. Deyoung, D.J. The effectiveness of prison educationprograms. Addiction, 98(8), 989-997. Another element that might add to the effectiveness of vocationalprograms (as well as to other program types) would be to add somepsychoeducational components or elements to the provided training. (1997). & Brendtro,L.K. The Journal from the Northwest Center for the Studyof Correctional Education, 1, 1-5. & Burton, V.S., Jr. Subjects were categorized as first-, second-, and third-(or more) time DUI offenders (total N = 148,632). For example, in manycorrectional institutions programs are implemented without an overall planor strategy or even a comprehensive list of objectives. 75-26915). The goal of ROBBE was to raise Comprehensive Adult Student AssessmentSystem (CASAS) scores of inmates five points following six weeks of skillinstruction. Instructors' ratings ofdelinquents after Outward Bound survival training and their subsequentrecidivism. (1982). (7) Provide staff with inservice training. This makes sense ifone considers that vocational programs are the most likely to provideinmates with skills whereby they can obtain jobs and do not have to resortto crime for income. Katsiyannis, A. (1976). Walsh, A. Inmate education: The virginia model. ED411 4 5) Orlando, F.A. Indeed,several variables can lower the effectiveness of these programs. Vocational-technical education in Georgia's correctional facilities. ED 321835.----------------------- 28 Other states have also found that basic educational/vocationalprograms can reduce recidivism. The positive outcomes associated with college-level programs does notmean that these programs are without problems and difficulties. & Carr, F.e. While the results of the study showed that many of the vocationalprograms were associated with reductions in recidivism, a number ofchallenges for corrections education were identified. (8) Make sure that there is an overall goal and plan associated withthe developed programs. & Vito, G.F. Journal of Studies in Technical Careers, 1(1), 31-42. Grissom, G.R. Journal of Offender Counseling, Services and Rehabilitation,6(4), 43-57. (1996). 13pp.(ERIC Document Reproduction Service No. Recidivism and College Level Programs Since the first college program for inmates was established in 1953,increasing numbers of universities and colleges in the United States havedeveloped correctional college-level education programs. However, evaluative datashowed a correlation between education and a reduction in the rate ofrecidivism; in other words, the greater the amount of education inmatesreceived in jail, the less chance they would recidivate. (1994). Evaluative data collected on the program by the Sacramento CountyProbation Department (1994) revealed that the number of offenders wholearned to read and write, received high school diplomas or GEDcertificates, and obtained employment were high. dissertation: HarvardUniversity) Dissertation Abstracts International (University MicrofilmsOrder No. Community Services Catalyst, 18(4), 28-29. However, there are a number of additional problems that could belimiting the effectiveness of these programs. It can beconcluded here that the programs, be they vocational or otherwise, thatwill in the long run be best-suited to the prison population are thoseeducational efforts that include, in their design plan, strategies andmethods for dealing with the various obstacles to success that arepresented by such factors as inmate characteristics, characteristics of theinstitution, and relevant social/societal factors. & Parlett, T. Texas State Department of Criminal Justice. It was concluded, based on thesefindings, that it is insufficient to learn employable skills, that ifrecidivism is to be lowered, students must also be taught how to find andkeep employment. (1997). New Jersey State Employment and Training Commission. Unfortunately, there are few comparative studies of educationalprograms and recidivism. (1991). Finally, it wasobserved that recidivism decreased with increases in the number of monthsparticipants spent in programs and in inmates' degree of educational level. & Perry, L. (1997). Thisprogram performed assessment of the probationers' interests, job skills,educational level, and motivation for success. There needs to be more of a focus on the uniquelearning characteristics and needs of the learner and on individualdifferences. Paperpresented at the Annual Convention of the American Association of Communityand Junior Colleges (68th, Las Vegas, Nevada, April 24-27, 1988). These recommendations are: (1) Consider the negative effects the need to design a program thatmaintains environmental security might have on student learning and takeactions to meet any challenges to learning created by these factors. For example, it has been found that for both incarceratedadolescents and young adults' recidivism rates can be predicted by severalfactors, one of which is deficits in basic skills, especially math skills. College-correctional collaboration in thetreatment of juvenile offenders: Evaluation of a program model in sixsites. Therefore the existing literaturecannot provide any definitive findings regarding which program types aremost effective. This possibility was suggestedby the findings of an older evaluative study conducted to determine thefollow-up effects of a five-month long prison education program conductedwith 55 inmates serving sentences in Canadian prisons (Linden, Perry, Ayers& Parlett, 1984). Linden, R. A study of the effect of correctional educationon recidivism at a selected minimum security correctional center. The program had six basic goals: reducing recidivism, returningclients to their families within four to eight months, establishing astable work or educational program, and changing attitudes toward thefemale sex-role. Recidivism and Psychoeducational Programs Some of the programs that have been developed for incarceratedoffenders have focused on teaching psychoemotional and psychosocial skillsbased on the assumption that the development and/or improvement of theseskills will assist offenders to avoid situations that can lead to theirrearrest. Recidivism and Adult Basic Education Programs One of the more established findings in the recidivism literature isthat inmates are far more likely to recidivate if their educational skillsare low. An interesting relationship between recidivism and vocationaleducation in prison was observed in some early research conducted oncorrectional populations in Minnesota. Thesevariables include strong variance in program funding from institution toinstitution; the need to reapply for funding on an annual basis, thediversity of funding sources; the need for coordination and articulationamong correctional facilities to ensure continuity of education as inmatestransfer from one prison to another; the occurrence of interpersonal andinteragency conflicts at all levels, usually because of overlapping ordisputed lines of responsibility; high teacher turnover; and thedifficulties of obtaining needed supplies and equipment and of maintaininga stable staff (Conrath, 1986). Mostly developed for adolescent and young adult offenders, theseprograms have attempted to foster such characteristics as maturity,responsibility, conflict resolution skills and so forth. Thereis some fairly good evidence that they do. (1997). These data do notshow that education guarantee rehabilitations; however, vocationaleducation programs do appear to help an offender acquire the necessaryskills needed to succeed upon release. However, the number ofparticipants who violated their probation and the lack of any statisticallysignificant reduction in recidivism demonstrated that the program did notmeet all its objectives. Alarge-scale multidimensional test of the effect of prison educationprograms on offenders' behavior. In follow-up research, a significantassociation between nonrecidivism was observed within a five-year period(Baer, Jacobs & Carr, 1995) It was also found that students who remained inthe program long enough to receive a certificate had significantly lowerrates of recidivism than students not remaining in the program. 75-131). Comparisons were made between participants and nonparticipants inprison education programs on a variety of behavioral outcomes. It was also observed thatrecidivism was significantly lower for those taking the vocational programsthan for those taking the adult basic education programs. (1989). Thus, a key question that can beasked about educational programs is why recidivism remains a problem. (1995). Further, preliminary recidivism ratesdata showed lowered frequencies for the ROBBE graduates. With respect to recidivism, the program hasbeen associated with a moderate reduction in rates as well as a significantimprovement in overall conduct of adolescent inmates. The position of correctional education in thecurrent crime dilemma. ERIC Document Reproduction Service No. An alternative to institutions:victory at sea. It was, however, observed, that theprograms most likely to facilitate learning and reduce recidivism wereintensive, established an alternative community within the prison, andoffered postrelease services to inmates (Linden & Perry, 1982). (4) Most academic programming exerted their greatest effects oninmates at the lower grade levels; with vocational programs producinggreater effects on recidivism rates than academic programs. Gerber, J. Later, high school requirementsand GED programs were added and, in some cases, some individuals enrolledin colleges or trade schools. In 1995, the Georgia State Council on Vocational Education conducteda comprehensive study to analyze and review corrections education programsfor adult criminal offenders in Georgia correctional institutions. Journal of OffenderCounseling, Services and Rehabilitation, 9(4), 69-76. Data from the first year's operation of the program indicated thatrecidivism was not reduced while clients resided in the program facilities. A wide variety of data were collected including sociodemographicinformation, previous driving history, driving-under-the-influence (DUI)convictions, traffic convictions, and crash rate information obtained fromthe 199 census. Nonetheless, the follow-up study did find that the populationreceiving the educational program had less recidivism than a control group(Linden, Perry, Ayers & Parlett, 1984). The posttest scores of ROBBE graduates increased by 13 points forreading and by 1 points for math indicating that the program had more thanachieved its academic objectives. One early program of this type was a project developed andimplemented by the Marine Institutes for the Florida State JuvenileCorrection System (Orlando & Rosof, 1976). Following an examination of the generaleffectiveness of these programs with respect to recidivism, the paperdevelops a set of conclusions regarding; a) the relationship betweenrecidivism and the successful completion of educational programs; and b)the type of programs that appear to be particularly well-suited to thetransitory nature of the jail population. Journal of Correctional Education, 48(2), 7 -72. Recidivism and Vocational Programs Do vocational programs for jailed inmates reduce recidivism? An evaluation of the effects of adult basiceducation on rearrest rates among probationers. An evaluationof a prison education program. Thereviewed research made it clear that recidivism can be reduced, at least tosome extent, by programs that change inmates' general attitudes andbehavior. Given the foregoing, it is concluded that some modifications of thetraditional framework of education must be made to accommodate thecorrections system. (1994). Studies on the effectiveness of prison programs indicate that post-secondary correctional education is associated with several positiveoutcomes, one of which is associated with recidivism. Many of the developed psychoeducational programs are aimed atindividuals incarcerated for DUI. & Rosof, R.a. Modest increases in educational spending can be offset by the significant savings from reduced recidivism. (ERIC DocumentReproduction Service No. The findingssuggested that these programs may be most effective when intensive effortsare focused on the most educationally disadvantaged prisoners. (Ed.D. Psychological Reports, 36(2), 547-553. JurisLIT finalreport. (9) Include in any program that is developed, ways to coordinateamong correctional facilities so as to ensure continuity of education asinmates transfer from one prison to another; (1 ) Develop strategies for dealing with any inter-personal andinteragency conflicts that might arise due to overlapping or disputed linesof responsibility; (11) Make efforts to ensure that all needed supplies and equipmentwill be available by the time the program is ready to be implemented. Emphasis was placed ongaining employment skills in job workshops. Upshur, C.C. Canadian Journal of Criminology, 26(1), 65-73. Allen, J.P. (2) Include wardens and other correctional authorities in on programplanning as a means of increasing their degree of commitment to the program (3) Carefully consider all possible funding sources that might beused to develop and improve programs. The findings of the study were said to demonstrate that combiningalcohol treatment and education programs with either driver's licenserestriction or suspension produced the lowest recidivism rates; however,the lengthier treatment and education programs for third-plus incarceratedoffenders were no more effective in reducing recidivism than similarprograms for second-time offenders. (1988). It is estimated that about nine percent of the total population ofincarcerated adults and adolescents in America are receiving some form ofpost-secondary education. Huntsville, TX: Texas State Department ofCriminal Justice. For example,in another study of educational programs in the Texas correctional system,Adams, Bennett, Flanagan, Marquart, Cuvelier, Fritsch, Gerber, Longmire andBurton (1994) conducted an extensive large-scale multidimensionalevaluation study of the prison education in Texas. Federal Probation, 58(2), 55-59. As part of the program, library resources for correctional facilitieswere assessed, and educational programs for offenders were identified.However, even with the added component, evaluation findings indicated noshort-term effects of participation on recidivism. Based on the findings, the commission concluded that: Increased successes in rehabilitation can result from expansion and improvement of educational programs. (1994), Prison educationresearch project: Final report. The report noted that in New Jersey, the correctionalsystem had grown from approximately 6, offenders in 1975 to more than25, offenders and more than 19, parolees by 1997, and thatapproximately 7 percent of the incarcerated perform at the two lowestliteracy levels. A well-known psychoeducational program used with antisocialadolescents is the EQUIP program. Juvenile Justice, 27(3), 25-29. Georgia State Council on Vocational Education. Analyses conducted on evaluative data revealed that despite poorpreparation for most subjects, nearly all were able to complete the twocore courses. The Field City Girls' Center -- a community-based program for delinquent girls. Based onthese findings, it has been suggested that a rating based on Outward Boundperformance could provide a long-term prediction of recidivism (Baer,Jacobs & Carr, 1995). Official records fromthe Texas State Department of Corrections were used to examine the prisonbehavior and postrelease recidivism of 14, + inmates, all of whom werereleased between 1991 and 1992. Further, manyinmates are from minority groups or low socioeconomic levels and carryover, into corrections education, years of failure in the school system anda poor attitude. The mainobjectives of these college-run programs are to: a) provide a qualityeducation for those inmates showing potential and enthusiasm; b) improveinmates' academic and vocational skills; c) change the inmates' attitudesregarding work and responsibility; and d) prepare inmates for thecompetitive job market they will face upon release (Williams, 1989). One of theseoutcomes is the ability of these programs to effect significant changes inprisoner behavior and skill levels. Other factors affecting outcomes (includingrecidivism rates) were: the degree of the state and the facility'scommitment to education; the availability of isolated funding sources andthe preferences of individual wardens; the fact that many inmates havelearning disabilities, but few prison educators have been trained inteaching methods for adult learners and in how to recognize and accommodatethese disabilities; the fact that prison education programs emphasizeparticipation, not completion; the failure of programs to adapt teachingstrategies to the specific learning needs of an adult prison population;the failure of the curriculum to include instruction in the social skillsof self-control, conflict resolution, empathy, and cooperation; andinsufficient staff development for teachers. The program also hadpositive effects on attitudes toward learning. Of the approximately $25, spent per offender for each year ofincarceration, only between one and three percent of the Department ofCorrections' budget was being spent on education. Sacramento County Probation Department. The program utilized existingstate facilities for vocational training of juvenile delinquents in thefield of oceanography. (13) Make efforts to involve the local community and the generalpublic in the program; indeed, the more a correctional institution canbring the general public into the program, the greater the potential willbe for successful parolees. Program objectives were summarized as; 1) reduction or elimination ofrecidivism among program participants; 2) development of vocational skillsand the expansion of occupational opportunities; and 3) encouragement ofparticipants to further their academic and vocational training. References Adams, K., Bennett, K.J., Flanagan, T.J, Marquart, J.W., Cuvelier,S.J., Fritsch, E., Gerber, J., Longmire, D.R. The first conclusion that can bedeveloped regarding this question is that there has been very littlecomparative research on program types. RECIDIVISM AND EDUCATIONAL PROGRAMS Introduction The purpose of this paper is to discuss the effects of educationalprograms designed for inmates on recidivism. Based on areview of participant enthusiasm, community involvement, and availablerecidivism data it was concluded that the program has reached a notablelevel of effectiveness. (1978). Baer, D.J., Jacobs, P.J. Linden, R., Perry, L., Ayers, D. This psychoeducational program teachesantisocial youth to think and act responsibly through a peer-helpingapproach - by highlighting the challenges presented by antisocial youth,reviewing the development of psychoeducational methods, and outliningcomponents of the EQUIP program (Gibbs, Potter, Goldstein & Brendtro,1996). ED 3 1 236). However, there are numerous other situational and psychosocialfactors that act as barriers to program effectiveness. Standingcorrected: Education and the rehabilitation of criminal offenders. ED 391 88 ). Itis the conclusion of this study that several factors can and often do blockeducational programs from achieving maximum effectiveness. Inaddition, it was observed that nonrecidivism increased with increases instudents' scores on measures of maturity, leadership and effort. Forexample, JurisLIT was a literacy training effort operated jointly by theSacramento County Probation Department, the Sacramento County Office ofEducation, the Los Rios Community College District, and the Superior andMunicipal Courts of Sacramento County from March 199 to March 1994. TheDepartment of Corrections provided programs to upgrade these deficitacademic skills prior to vocational enrollment; moreover, the program alsoupgraded academic skills concurrently with enrollment in vocationalprograms. For example, in one study, 15-17 year old male delinquents (N = 6 )who had successfully passed through the program and were awarded acertificate were paroled. Vocational programs seemed to help students develop goodwork habits and favorable attitudes toward employment. Regarding this last conclusion, a number of recommendations can beformulated for making educational programs more suited to prisonpopulations. Findings showed that program participants had significantly lowerrecidivism rates than nonparticipants. Frontiers in psychoeducation: The EQUIP model with antisocialyouth. However, for those girls who continued on in the program following theirrelease, recidivism rates dropped sharply during the follow-up period.There was also some general improvement in girls' achievement levels alongwith changes in attitudes toward the female sex-role. ED 395 2 9). Indeed, in anevaluative study of the programs offered in adult prisons in the state, itwas found that in order to operate an effective school system that servesall prisoners and institutions in terms of lowering recidivism, and toprovide adult basic education programs and vocational training forprisoners, a number of factors had to be dealt with. Participation in the program requiresdrug offenders to describe their criminal histories and the consequencesthey have experienced in order to deter young people from committing crime(Scott, Farnsworth & Hawkins, 1994). (ERIC Document Reproduction Service No. Thus, if a psychoeducational element were added to vocationaltraining, it could boost the capacity of the program to reduce recidivism. In addition, they found that the program hasprovided "a positive direction to the lives of men wandering aimlesslythrough the penal system" (p. (1995). There has also been extensive study of the effects of educationalprograms on recidivism rates in Ohio prisons (Batiuk, 1997). Specifically, the study examined theeffectiveness of the state's alcohol treatment programs, driver's licenseretraction legislation, and jail terms in decreasing drunk-drivingrecidivism. For example, in a study of Southside Virginia Community College's(SVCC's) program at Mecklenburg Correctional Facility, Gendron and Cavan(1988) reported that all inmates recognized a change in the prisonersenrolled in the SVCC program. Gendron, D, & Cavan, J. The program consisted of first-year university-levelEnglish and history coursework. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.