State of Connecticut Office of Policy and Management

Research, Analysis & Evaluation

EDUCATION AND INCARCERATION

A question was raised at the CJPAC Research Workgroup concerning whether there was a correlation between "High School Dropouts and Incarceration".
Official educational attainment records are maintained by the educational entities and each would need to be contacted separately, irregardless of its geographic location and whether it was still in existence. The challenge is that no known centralized database exists for tracking the official educational attainment for individuals in Connecticut or worldwide.
Below are some of the resources and information provided to OPM/CJPPD on this topic. Additional information will be added as we find out more.
 Photo Book

DRAFT --- CONNECTICUT FINDINGS
Below is a summary provided by Ivan Kuzyk, Director of the CT Statistical Analysis Center (OPM) on the topic of educational attainment data for inmates and the verification thereof:
  • Orlando Rodriguez attended the April 8, 2009 CJPAC Research Workgroup meeting. The Workgroup meets monthly and brings together researchers and criminal justice administrators and practitioners, from several agencies, to review and promote public policy research on criminal justice issues in Connecticut.  

    At the meeting, Orlando expressed his interest in acquiring accurate, longitudinal educational attainment data for state inmates at the individual offender level.  Orlando also expressed his concern about the quality of the existing data for the educational attainment of inmates since that information is self-reported and is not independently verified by DOC.

    As you can imagine, verifying the educational level of every offender admitted to a DOC facility would be an onerous and expensive process. It is also not currently under consideration, since we have no reason to suspect that the educational attainment information that is self-reported by inmates is suspect. While we know that some inmates may provide obscure or misleading information to authorities in certain instances, we do not believe that there is significant misreporting in this area.  
    Given these constraints, we explained to Orlando that there is no non-self-reported longitudinal data available on the educational attainment of inmates in Connecticut. 
Education Classification Codes at DOC
In general, the verification of education level only occurs for those age 17 or under, and for those age 18 or older enrolled in a program at DOC.
The DOC education level verification policy for newly-sentenced inmates is that they sign a release form at their education screening interview for verification to take place. While newly-accused inmate education levels are not verified, accused inmate might have had a prior incarceration which is transferred to the new episode of incarceration.  If the inmate does obtain a GED while incarcerated, we update the education score and verified sub code.  Inmates can go to school if they are unsentenced. It is a federal mandate to have school for inmates under 21 and especially if they are special education, they are given the first preference for school.
Information obtained directly from the Education unit is different from that in the DOC Classification unit.

ADDITIONAL REFERENCES
Alfred Bidorini, Director of Planning, DMHAS prepared a cursory literature search done with the assistance of the Connecticut State Library.
Related Reports... Below are links to other studies and reports regarding education, crime and recidivism:
PDF to HTML Converter Some reports shown below are Adobe PDF, portal document format.  To view these documents get the Adobe Reader.
  • An Overview of the Windham School District
  • Educational Achievement of Inmates in the Windham School District
  • Impact of Educational Achievement of Inmates in the Windham School District on Post-Release Employment
  • Transition Programs: Bridging the Gap
  • Impact of Educational Achievement of Inmates in the Windham School District on Recidivism
  • Correctional Education LINCS Special Collection
  • Adult Development
  • Correctional Education: A State of the Art Analysis
    • Other references regarding education and CJ involvement or recidivism are listed below. To see the full publications contact:

    Marcia Matika, Reference Librarian
    Government Information & Reference Services
    Connecticut State Library

    MMatika@cslib.org

    • ERIC #: EJ653151
      Title: The Impact of Prison Education on Community Reintegration of Inmates: The Texas Case.
      Authors: Fabelo, Tony
      Publication Date: 2002-00-00
      Pages:
      Pub Types: Journal Articles; Reports - Research
      Abstract: A series of studies tracked post prison employment and recidivism of 32,020 Texas inmates. Those with the highest education were more likely to employed with higher wages and less recidivism. Nonreader property offender who learned to read had larger declines in recidivism and better employment outcomes than General Educational Development completers. Societal barriers to reintegration remain. (Contains 12 references.)
      Identifiers: Texas
      Source: Journal of Correctional Education
      Level:
      Institutions:
      Sponsors:
      ISBN(s):
      ISSN(s): ISSN-0022-0159
      Audiences:
      Languages: English
      Journal Name: Journal of Correctional Education
      Journal Citation: v53 n3 p106-10 Sep 2002
      Publisher:
      Peer Reviewed: N/A
      Descriptors: Correctional Education; Educational Attainment; Employment Level; Prisoners; Recidivism
    • ERIC #: EJ692284
      Title: Organizing and Delivering Empirically Based Literacy Instruction to Incarcerated Youth
      Authors: Leone, Peter E.; Krezmien, Michael; Mason, Loretta; Meisel, Sheri M.
      Publication Date: 2005-00-00
      Pages: 14
      Pub Types: Journal Articles; Reports - Descriptive
      Abstract: The demographic and educational characteristics of incarcerated youth place them at extreme risk for school failure that begins well before their confinement in correctional facilities and is itself a significant risk factor for delinquent behavior. Because of their lack of literacy skills and evidence that educational attainment is a significant deterrent to recidivism, incarcerated youth are in especially desperate need of effective instruction in basic reading and mathematics skills. Unfortunately, there is not much evidence that youth in short- or long-term correctional programs receive this level of educational programming. We begin this article with a review of studies documenting the educational status of incarcerated youth and describe the characteristics of juvenile detention and correctional programs that mitigate against more effective education programs and student outcomes. Next, we summarize the extremely limited research on effective instruction for this population. We conclude with recommendations for research and policy in the context of No Child Left Behind requirements.
      Identifiers: No Child Left Behind; No Child Left Behind Act 2001
      Source: Exceptionality
      Level: 3
      Institutions:
      Sponsors:
      ISBN(s):
      ISSN(s): ISSN-0936-2835
      Audiences:
      Languages: English
      Journal Name: Exceptionality
      Journal Citation: v13 n2 p89-102 2005
      Publisher: Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
      Peer Reviewed: Yes
      Descriptors: Federal Legislation; Teaching Methods; Mathematics Skills; Risk; Literacy; Educational Attainment; Delinquency; Correctional Institutions; Juvenile Justice
    • ERIC #: EJ346646
      Title: The Effect on Recidivism of Attaining the General Education Development Diploma.
      Authors: Stevens, Reid D.
      Publication Date: 1986-00-00
      Pages:
      Pub Types: Journal Articles; Reports - Research
      Abstract: Compared recidivism in prisoners who were General Educational Development (GED) graduates (N=723) and those (N=3,642) who did not have GED or high school diplomas. Results suggest that inmates with GED diplomas have a significantly better chance of staying out of prison than do nongraduates. GED diploma attainment seemed to be affected by race, intelligence quotient, age, and economic status. (NB)
      Identifiers:
      Source: Journal of Offender Counseling
      Level:
      Institutions:
      Sponsors:
      ISBN(s):
      ISSN(s):
      Audiences:
      Languages: English
      Journal Name: Journal of Offender Counseling
      Journal Citation: v7 n1 p3-9 Oct 1986
      Publisher:
      Peer Reviewed: N/A
      Descriptors: Correctional Rehabilitation; Dropouts; Educational Attainment; High School Equivalency Programs; Individual Characteristics; Males; Prisoners; Recidivism
    • ERIC #: EJ814390
      Title: Career Development Project for Incarcerated Youth: Preparing for the Future
      Authors: Moody, Barbara;  Kruse, Gordon;  Nagel, Jeffrey;  Conlon, Bill
      Publication Date: 2008-09-00
      Pages: 13
      Pub Types: Journal Articles; Reports - Research
      Abstract: This qualitative study examined student perceptions of the Career Development curriculum used at Robert Farrell School. Students at Robert Farrell School are required to complete a career project to fulfill the Oregon State requirement that students demonstrate career skills to earn a high school diploma. There is substantial evidence indicating that career development is a crucial element of the educational process as students move into the labor market. During the course of the study conducted at Robert Farrell School, data was collected on seventy-three students who have participated in the curriculum over a six year time span. Twenty-eight students currently on campus were surveyed to answer three major questions regarding the career development project (CDP): 1. Did the students believe the CDP project helped them achieve important career skills? 2. What perceptions did the students have of their experience in the CDP curriculum? 3. Did students believe the process of completing their CDP was valuable? The results indicate students believed that completing the career development project was valuable because they benefited from learning about their own career interests and actual career projects. The findings of this study reinforce existing research indicating career development is a crucial element of the educational process as students transition from high school to post secondary education and/or the labor market. This study has implications for juvenile corrections educations programs. Studies show that students who participate in career exploration programs are more likely to graduate from high school, and educational attainment is a key factor in reducing recidivism.
      Identifiers: Oregon
      Source: Journal of Correctional Education
      Level: 3
      Institutions:
      Sponsors:
      ISBN(s):
      ISSN(s): ISSN-0740-2708
      Audiences:
      Languages: English
      Journal Name: Journal of Correctional Education
      Journal Citation: v59 n3 p231-243 Sep 2008
      Publisher: Correctional Education Association. 8182 Lark Brown Road Suite 202, Elkridge, MD 21075. Tel: 800-783-1232; Fax: 443-459-3088; e-mail: ceaoffice@aol.com; Web site: http://www.ceanational.org
      Peer Reviewed: Yes
      Descriptors: Educational Attainment; Labor Market; Labor; Career Exploration; Youth; Institutionalized Persons; Qualitative Research; Career Development; Student Attitudes; Curriculum; Juvenile Justice; High School Graduates; Recidivism

    USDOJ

    This Web site is funded, in part, through a grant from the Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Neither the U.S. Department of Justice nor any of its components operate, control, are responsible for, or necessarily endorse, this Web site (including, without limitations, its content, technical infrastructure, any policies, and any services or tools provided).