Examining the black box of prison education programs: a descriptive study of statewide correctional education practices

Abstract

About half of the incarcerated individuals in state prisons reported participating in educational or vocational programming (Harlow, 2003). These programs serve as a way to fill a disparity gap since the prison population tends to have literacy, education, and employment needs. Participation in education programs can positively impact reentry outcomes (e.g., reduced recidivism and increased employment outcomes) (Bozick et al., 2018). However, effective education programs' characteristics remain a black box regarding instructional strategies and classroom practices. This study examined the characteristics of over 200 literacy, general education, vocation/apprenticeship, and college courses across 28 prisons in one state. Interviews, observations, and staff surveys were used to gather data related to leadership, classroom management, and quality assurance practices in prison-based education departments. The results revealed substantial differences across programs and facilities. Implications for future research and opportunities to reduce social disparity through prison education are discussed.