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Pub Date: |
2003-05-00 |
Pub Type(s): |
ERIC Publications; ERIC Digests in Full Text |
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Descriptors:
Adolescents; Correctional Education; Cultural Differences; English (Second Language); Hispanic Americans; Limited English Speaking; Literacy Education; Prisoners; Second Language Instruction; Young Adults
Abstract:
This digest discusses issues and challenges in providing English language instruction to Latino and other linguistically diverse (LCD) incarcerated youth, aged 16-24, suggesting best practices and models to provide this intervention in correctional settings. It focuses on th following: the rationale for instruction (the instruction that LCD youth receive in correctional facilities may be the first positive learning experience in their lives); issues affecting incarcerated youth (disconnection, parenting, and mismatch of facility and educational goals); issues specific to LCD incarcerated youth (e.g., limited English proficiency and cultural knowledge and interrupted or inadequate education); factors to consider when designing programs (provide students with a learning environment built on mutual respect, implement a variety of motivational strategies, develop literacy skills through a balanced approach that combines basic skills instruction with functional uses of literacy, support native language literacy development, promote family literacy, and offer a variety of educational programs); and transitional programs (programs should include specific academic and transitional components and support services after release in order to succeed). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 12 references.) (SM)
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Author(s): |
N/A |
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N/A |
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Pub Date: |
2003-06-00 |
Pub Type(s): |
Reports - Evaluative |
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Descriptors:
Correctional Institutions; Criminals; Delinquency; Prisoners; Program Effectiveness; Recidivism; Sentencing
Abstract:
This report examines 10 years of data analyzing the effectiveness of correctional boot camps in reducing the likelihood that inmates will commit another crime after release from prison and reducing prison populations and costs. Each boot camp studied had a different design, and each study used a different method to evaluate the program. Results indicated that participants reported positive short-term changes in attitudes and behaviors and had better problem solving and coping skills. With few exceptions, however, these positive changes did not lead to reduced recidivism. The boot camps that did produce lower recidivism rates offered more treatment services, had longer sessions, and included more intensive post-release supervision. However, not all programs with these features had successful results. Results suggest that under a narrow set of conditions, boot camps can lead to small relative reductions in prison population and correctional costs. Reasons for failure included: mandates to reduce prison populations through early release made volunteering for boot camps unnecessary as a means of shortening sentences; lack of a standard boot camp model; and insufficient focus on offenders' reentry into the community. (Contains 23 references.) (SM)
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Full Text (252K)
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Pub Date: |
2003-02-00 |
Pub Type(s): |
Opinion Papers |
Peer Reviewed: |
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Descriptors:
Adult Basic Education; Correctional Education; Correctional Institutions; Correctional Rehabilitation; Criminals; Data Collection; Employment Potential; High School Equivalency Programs; Multivariate Analysis; Outcomes of Education; Parole Officers; Participant Characteristics; Prisoners; Recidivism; Role of Education; Statistical Bias; Surveys; Vocational Rehabilitation
Abstract:
This study compared correctional education participants and non-participants in Maryland, Minnesota, and Ohio to assess the impact of correctional education on recidivism and post-release employment of inmates. The study attempted to address criticism of previous studies by using a treatment and comparison group, using statistical controls, addressing possible self-selection bias, using more than one measure of recidivism, and using a longer time period. These two study groups were chosen: offenders who had participated in correctional education, and those who had not. Sociodemographic characteristics of the groups were examined, including age, marital status, education level, and literacy competency. Data was collected from inmate self-report pre-release surveys, institutional/educational records, parole officer surveys, criminal history data, and employment and wage data. Hypotheses were developed that education will result in the following: reduced re-arrest, re-conviction, and re-incarceration, in recidivists committing less serious offences, in greater post-release compliance with parole conditions and pro-social activities, and in higher employment and wages. Correctional education participants in Minnesota and Ohio had statistically significant lower rates of re-arrest, re-conviction, and re-incarceration than non-participants. (Rates were also lower, but not statistically significant, in Maryland.) Overall, participants and non-participants were in compliance with parole. Participants and non-participants were generally employed, at rates that were not statistically different. Participants earned statistically higher wages than non-participants. Several recommendations were made, including increased funding for education and research and improved data collection measures and management. (Contains 29 references.) (SLR)
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Full Text (491K)
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Pub Date: |
2003-01-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Research |
Peer Reviewed: |
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Descriptors:
Age Differences; Correctional Education; Correctional Institutions; Dropouts; Educational Attainment; Graduation; High School Equivalency Programs; Minority Groups; Prisoners; Secondary Education; Sex Differences
Abstract:
This report presents data from the Survey of Inmates in State and Federal Correctional Facilities, 1991 and 1997; Survey of Inmates in Local Jails, 1989 and 1996 ; Survey of Adults on Probation, 1995; National Adult Literacy Survey; and Current Population Survey. Correctional populations were less educated than the general public. Numbers of prison inmates without a high school education increased from 1991-1997. Three-quarters of state prison inmates did not earn a high school diploma. The main reason that jail inmates dropped out of school was behavior or academic problems. Most state prisons offered educational programs. Over half of inmates reported taking an educational program since their most recent prison admission. Women in state prisons were better educated than men. Minority state prison inmates were less likely than Whites to have a high school diploma or GED. Young inmates were less well educated than older inmates. Inmates with military service were better educated than those who had not served. Over 60 percent of noncitizens had not completed high school or a GED. About 66 percent of state prison inmates with learning disabilities, and 47 percent of drug offenders, did not complete high school or a GED. Inmate unemployment before admission varied with education. Less educated inmates were more likely than educated inmates to be recidivists. (SM)
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Pub Date: |
2003-02-15 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
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Descriptors:
Adolescents; Correctional Institutions; Essays; High School Equivalency Programs; Item Response Theory; Judges; Prisoners; Scoring; Statistical Bias; Training
Abstract:
Three judges rated General Educational Development (GED) student essays that had been written by nine incarcerated youths. If judge's ratings were not consistent, students would receive a biased average rating. Traditional classical measurement theory computes an intraclass reliability coefficient to determine if judges' ratings are reliable. In contrast, a latent trait measurement theory approach can determine a student's fair average rating adjusted for any bias in the judges ratings. A comparison of these two approaches with this sample indicated that the latent trait approach yielded more useful information for training judges to be more consistent and less biased in rating GED student essays. An appendix contains the scoring guide, computer screen illustrations, and the Rasch measurement programs. (Contains 18 references.) (Author/SLD)
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