Title: Developing a Program of Postsecondary Academic Instruction in State Prisons Improving Evidence of Impact through a National Study of The Correctional Education Association College of the Air (CEA/COA) Program Spring 2010 Project Update Dr. Stephen
1Developing a Program of Postsecondary Academic
Instruction in State PrisonsImproving Evidence
of Impact through a National Study of The
Correctional Education Association College of the
Air (CEA/COA) Program Spring 2010 Project
Update Dr. Stephen Meyer, Principal
InvestigatorRMC Research CorporationCindy
Borden Penny Richardson, Field
InvestigatorsNorthstar Correctional Education
ServicesLinda Fredericks, Qualitative Analyst
RMC Research Corporation Dr. Stephen Steurer,
Project DirectorCorrectional Education
Association
- CEA Leadership Forum March 29, 2010
2This Session
- Context for Focus on Postsecondary Education
- Study Overview
- Cohort 1 Implementation Findings
- Considerations for Implementing College Programs
- Initial Results from Post-Release Interviews
- Next Steps
3Context for Focus on Postsecondary Education in
Prison
4Importance of Postsecondary Ed.
- Labor market demand for jobs requiring a
postsecondary education expected to increase - Obama administration investments in college to
increase participation and completion
5Promise of Postsecondary Ed. in Prison
- Evidence of positive impact on
- Recidivism
- Rates of employment, earnings
- Inmate behavior, attitudes, self-esteem
- Disciplinary infractions, relationships among
inmates and correctional staff, development of
positive peer role models
6Postsecondary Ed. Participation in Prison
- Fewer than 25 of state/federal prison inmates
have college experience - Programs available at between 35 and 42 of
institutions - An estimated 11 of eligible participation
participates (5 of total population)
7Study Overview
8Study Goals
- Provide information about the implementation,
effectiveness, impact of a widely available
postsecondary academic delivery model that can
facilitate access, persistence, and completion of
postsecondary education by incarcerated students
- Provide evidence that meets rigorous research
standards
9CEA/COA Program
- Partnership - Correctional Education Association
(CEA) and Milwaukee Area Technical College (MATC) - General education/liberal arts and sciences
courses leading to an Associate of Arts degree to
students in prison - 21 course (66 credit) sequence 7 interim
certificates - 325 per 3 credit course
- Two pre-college level courses (College Success
and College Technical Math) - 10 courses offered during each 16-week semester
of 2009-2010, including 8-week compressed
courses also 10-week summer courses
10CEA/COA Program
- DVD video programs (min of 2x30min/wk)
- Readings and assignments using texts, study
guides, workbooks, and CD-ROMs - Site coordinator
- Inform, advise, register students
- Liaison between students/instructors
- Ensure resources (e.g., materials, space,
schedule) - Proctor tests
- Track student progress
11Research Questions
- To what extent does the Correctional Education
Association College of the Air (CEA/COA) - Increase rates of participation in postsecondary
and other academic programming? - Improve participants academic achievement
outcomes and progress toward postsecondary
academic degrees? - Improve participants achievement motivation and
educational aspirations? - Affect post-release employability for
participants? - Affect institutional outcomes, such as
institutional climate and recidivism? - To what extent do aspects of the CEA/COA
curriculum and its delivery, institutional
support, participant engagement, and participant
characteristics affect outcomes?
12Logic Model
13Random Assignment Design
- If assigned to experimental condition, CEA/COA
provided as the primary institution-sponsored PS
academic curriculum for the duration of the
study. - If assigned to control condition, alternative PS
academic programming made available for the
duration of the study. CEA/COA must not be
provided.
14Timeline
- Three-year study, began fall 2008
- Three cohorts of students (fall 2008, 2009, 2010)
- Fall and spring data collection through spring
2011 - Post-release interviews 2010-2012
15Requirements for Study Sites
- Have the infrastructure to provide postsecondary
academic instruction - Have not offered CEA/COA in the past
- Provide federal Incarcerated Individuals Program
funds (IYO in 2008-09) or other funds for PS
academic programs - Willing to be randomly assigned to treatment or
control condition as part of the study - Have a population that will provide a minimum of
approximately 15 study participants each fall
beginning PS academic programming whose tuition
costs are paid using IIP/IYO or other grant
funding and who meet eligibility for IIP/IYO
funding - (1) have a secondary school diploma or
equivalent (2) eligible for release within 7
years (3) 35 years of age or younger and (4)
not have been convicted of a) a criminal offence
against a victim who is a minor, b) a sexually
violent offence, or c) murder.
16Data Sources
- Data collection conducted by research team during
onsite visit - CAAP Critical Thinking Test
- Student Survey
- Site Coordinator Survey
- Institutional Data
- Student Follow-up Telephone Interview
- Case Studies (interviews, focus groups,
observations sample of sites)
17Cohort 1 Implementation Findings
18Questions for Initial Analyses
- What are the characteristics of students in
postsecondary education programs? - What program content and instructional delivery
comprise these programs? - What types of instructional resources and support
are available to students? - What benefits for students and for institutions
are associated with participation? - What factors interfere with successful
implementation and what suggestions do students,
educators, and administrators have for improving
programs?
19Cohort 1 Sample
- 38 institutions in 5 states (Iowa, Massachusetts,
Nevada, Oklahoma, and South Carolina) - 20 assigned to implement CEA/COA
- 6 womens facilities
- Mostly medium security facilities (slightly over
half). The other half included roughly equal
proportions of minimum security facilities,
maximum security facilities, and facilities with
multiple security levels.
20Cohort 1 Sample
- 259 students who participated in baseline and
follow-up data collection (117 CEA/COA and 142
control) - IA 54 students (21) MA 53 students (21) NV
38 students (15) OK 43 students (17) SC 71
students (27)
21Student Characteristics
- Average age 22.5
- Male (78)
- White/Caucasian (46), Black/African-American
(37), Latino/Hispanic (11), Other (6) - Never married (90)
- Parent (38)
- Received high school equivalency in prison (55)
- No prior postsecondary ed (65)
22Student Characteristics
- 65 had no prior postsecondary ed
- Those who did, reported completing an average of
5.1 courses - Student Achievement - Critical Thinking Test
- Baseline average score 58.8
- Close to typical American college sophomore
- Slight non-significant increase at follow-up
23Course Participation
- 82 successfully completed at least 1 course
- Average number of completed courses was 2.5
(ranged from 1 to 9) - Freshman and sophomore level liberal arts courses
in English composition, sociology, economics,
psychology, political science, history, and
environmental science
24Instructional Delivery
- Classroom observations (8 CEA/COA, 5 control)
- Watching prerecorded lessons, participating in
lessons led by an instructor or site coordinator,
discussing course topics, and reviewing course
assignments and tests - Site coordinator involvement varied
- Peer support varied
25Support for Participation
- Encouragement from family and peers
- Encouragement from education and prison staff,
tutors, instructors - Other supports efforts by prison to publicize
courses, access to computer lab and library,
tuition support, books, good time credit
26Support for Participation
- Most comments about site coordinators were
positive - Comments about support from officers were mixed
27Positive Aspects of Programs (Students)
- Opportunity to gain knowledge, become a better
person - Positive challenge
- The feeling of independence
- Being part of a group that was motivated to
succeed - Coursework with cost that led to degree
- Being invited to participate in the program
- Feeling respected by others
- The self-paced instruction
- Having a syllabus that provided clear
expectations - Getting new textbooks
28Positive Aspects of Programs (Site Coordinators,
Administrators)
- Furthering inmate knowledge, providing
independence - General ed courses, study guides
- Distance learning - ease of delivery,
affordable, greater variety of courses - Direct instruction - interaction with professors,
ability to answer student questions
29Perceptions of Student Outcomes (Site
Coordinators, Administrators)
- Reduced behavioral problems and detention
- Improved ability to abide by behavioral norms in
the classroom - Increased confidence, motivation,
self-discipline, and maturity - Improved self-image
- Improved communication skills and willingness to
engage in thoughtful conversations - Improved logical thinking skills
- Higher ambitions
30Perceptions of Institutional Outcomes (Site
Coordinators, Administrators)
- Relationships among inmates or between inmates
and institutional staff - Encouragement for others to learn and grow
- Stabilization of inmate behavior on the yard
- Inmates being more supportive of each other
- Inmates becoming more responsible in facility
jobs and seeking higher level jobs - Positive influence on hearings with parole boards
31Perceptions of Outcomes (Students)
- Improved study skills and test taking ability
- Improvements in writing and content knowledge
- Improved social, communication, presentation, and
critical thinking skills - Improved relationships with peers
- Increased willingness to interact with and help
out others in the program - Increased self esteem
- A sense of accomplishment
- The ability to be a role model for others
32Challenges (Students)
- Lack of interaction with instructor (hard to stay
motivated, difficult to get feedback) - Outdated textbooks and videos
- Unclear expectations for success, lack of
introductory materials - Limited reference materials
- Late receipt of or unavailability of textbooks
33Challenges (Students)
- Inadequate preparation to take college-level
classes - Lack of a place to study and limited time for
study - Lack of choice in courses, course cancellation,
and limited funding to take multiple courses - Delays in receiving feedback on course work and
receiving grades - Unconstructive critical feedback from an
instructor
34Challenges (Site Coordinators, Administrators)
- The lack of direct instruction and interaction
between students and instructors - Unpreparedness of students to do college-level
work - The high level of difficulty associated with some
course papers and exams - Lack of tutoring and other support for students
- Shortage of research materials
- Uncertainty about site coordinator roles and
expectations - Limited correlation between information in
lessons and content in books - Lack of responsiveness by course instructors
35Suggestions for Improvement (Students)
- Interaction with instructor more feedback,
support from local instructor - Increasing access to computers and research
materials, Internet access - Provide classes to prepare for college-level
courses (e.g., study skills) - Expand funding and course availability so more
inmates could participate - Improve explanations about course format and
expectations - Provide a quiet place to study and dedicated
classroom space - Have a tutor or coordinator to help the students
36Suggestions for Improvement (Students)
- Have more class time to allow for discussion
among students after viewing a prerecorded lesson - Offer more courses and having them grouped
together so that inmates could obtain a specific
certification or degree - Give a realistic picture of expectations to let
students know they have to be self-motivated and
mature to succeed - Conduct better screening to ensure that students
are sufficiently prepared and committed to
learning
37Suggestions for Improvement (Site Coordinators,
Administrators)
- Offer more class choices and include a mandatory
study skills component in the curriculum - Provide a preparatory course in college-level
reading and writing - Make less challenging classes available for
students making the transition from GED
certification to college - Provide more computers, research materials, and
study space for students
38Suggestions for Improvement (Site Coordinators,
Administrators)
- Better organize classes to lead to a certificate
or degree and to provide marketable skills - Offer clearer guidance from the partner college
about the support expected from the prison - Provide sites with the option to purchase used
textbooks - Provide more basic supplies such as notebooks,
folders, pens, and books - Allow inmates in college programs to avoid
institutional transfers while enrolled
39Summary of Outcomes
- Improvements in student behavior and attitudes,
including increased confidence, motivation,
self-discipline, and maturity - Improved study skills, improved social,
communication, and critical thinking skills, and
increased self-esteem - Improvements in prison climate, including
relationships among students and between students
and institution staff - Several issues that presented substantial
challenges to program success have implications
for improving programs
40Considerations for Implementing College Programs
41Several Themes Identified
- Student Readiness for College Level Work
- Coverage of Science and Mathematics Topics
- Identification of Student Participants
- Role of the Site Coordinator
- Institutional Incentives and Supports
- Understanding Goals and Objectives of
Postsecondary Programming - Peer Supports
- Managing Challenges Created by Distance Learning
Programs
42Student Readiness for College
- Coursework too difficult, esp. for those who
completed GED in prison - GED preparation described as inadequate
- Need for study skills, writing skills
- Recommendations
- Offer course(s) focusing on readiness skills
- As part of GED preparation
- As prerequisite for PS program admission
- Concurrently with enrollment
- Recruit inmate tutors or other volunteers to
provide targeted support to address student needs
43Mathematics and Science Coverage
- Limited coverage relative to other course content
- Knowledge/skills needed for labor force
- Recommendations
- Explore ways to integrate into current curricula
- Ensure readiness for these courses
- Encourage early enrollment in these courses
44Identification of Students
- Issues of motivation and commitment
- Academic ability, readiness skills
- Need for self-discipline, maturity, social
skills, ability to collaborate and pay attention
- Recommendations
- Take additional steps to ensure preparedness and
motivation of students, e.g. - Local assessments, evaluations, or exercises
- Trial courses
- Clarify requirements, expectations
45Role of the Site Coordinator
- Large differences in roles, from program
administrator (e.g., managing communication with
course instructors, arranging lesson viewing,
administering exams) to more direct role (e.g.,
encouragement, leading discussions, targeted
support)
- Recommendations
- Ensure that site coordinators have sufficient
interest, ability, and time to carry out roles - Opportunities to share best practice
- Provide guidance on how to foster support among
inmates, solicit outside support
46Institutional Incentives Supports
- Differences across sites
- Need for tutoring/advising opportunities to
discuss lessons access to research materials,
quiet places for study, computers, and supplies,
such as folders, pens, and books
- Recommendations
- Monitor and address student concerns
- Limit inmate transfers
- Minimize scheduling conflicts
47Communicating Goals/Objectives of Postsecondary
Programs
- Correctional officers made strong contributions,
both positive and negative
- Recommendations
- Provide professional development to communicate
goals of postsecondary education, potential
benefits, and the role that officers play in
success - Offer opportunities for officers to attend
courses enroll at reduced or no cost
48Peer Support
- Varied across sites, but often a strong source of
support
- Recommendations
- Designate inmate clerk/tutors to facilitate
- Provide opportunities for students to work
together encourage culture of peer support
49Managing Challenges with Distance Learning
Programs
- Lack of interaction with instructor created
challenges for staying motivated, monitoring
progress and feedback on work, responses to
questions
- Recommendations
- Ensure that site administrators monitor and
address concerns - Explore periodic phone contact with offsite
instructors - Enhance local support (e.g., peer groups, tutors)
50Study Limitations
- Sample not representative of all states, all
prisons - Cohort 1 focus on youth offenders
- Excludes self-pay students
- Half are CEA/COA sites in first year of
implementation
51Initial Results from Post-Release Interviews
52Post-release Interviews
Interview complete Interview pending Unable to locate after 6 tries No info available Other TOTAL
NV 6 1 5 12 13 37
MA 3 4 13 10 14 44
IA 19 5 2 12 7 45
SC 11 3 2 16 8 40
OK 11 5 2 2 8 28
TOTAL 50 18 24 52 50 194
53No ph survey mailed no response Escaped Re-incarcerated Federal custody New charges pending
NV 5 1 1 1 1
MA 4 0 2 0 0
IA 3 1 2 0 0
SC 5 0 3 0 0
OK 5 0 1 0 0
22 2 9 1 1
Deceased Refused interview Deported Incarcerated in another state Parole officer refused to cooperate Refused consent
NV 0 3 0 0 1 0
MA 1 5 0 1 0 1
IA 0 0 0 1 0 0
SC 0 0 0 0 0 0
OK 0 0 2 0 0 0
1 8 2 2 1 1
5460.8 located
55Next Steps and Discussion
56Next Steps
- Cohort 2 includes 43 sites in 7 states (addition
of WI and TN) - Integrate Cohort 2 data (post-test data
collection currently underway) - Examine pre- and post-release student outcomes
(achievement, motivation, academic engagement,
employment, recidivism) - Examine factors associated with positive outcomes
57Dr. Stephen Meyer, Principal InvestigatorRMC
Research Corporationmeyer_at_rmcdenver.comCindy
Borden Penny Richardson, Field
InvestigatorsNorthstar Correctional Education
Servicesnorthstar_at_ekit.comDr. Stephen
Steurer, Project DirectorCorrectional Education
Associationssteurer_at_ceanational.org
Contact Information