ERIC ED339779: Unlocking Learning: Chapter 1 in Correctional Facilities. Effective Practices Study Findings: National Study of the Chapter 1 Neglected or Delinquent Program.

170 Pages·1991·2.8 MB·English

by  ERIC

DOCUMENT RESUME
UD 028 447
ED 339 779
Rowe, Brenda J. D.; Pfannenstiel, Judy C.
AUTHOR
Unlocking Learning: Chapter 1 in Correctional
TITLE
Facilities. Effective Practices Study Findings:
National Study of the Chapter 1 Neglected or
Delinquent Program.
Policy Studies Associates, Inc., Washington, DC.;
INSTITUTION
Research and Training Associates, Inc., Overland
Park, KS.; Westat, Inc., Rockville, MD.
Department of Education, Washington, DC. Office of
SPONS AGENCY
the Under Secretary.
PUB DATE
91
CONTRACT
300-87-0124
172p.; For related documents, see UD 028 443 and UD
NOTE
028 445-446.
Reports - Research/Technical (143)
PUB TYPE
MF01/PC07 Plus Postage.
EDRS PRICE
Case Studies; *Compensatory Education; *Correctional
DESCRIPTORS
Edncation; Delinquent Rehabilitation; Educational
Assessment; Educational Environment; Educational
Finance; *Federal Programs; Institutionalized
Persons; Library Services; Prison Libraries; Program
Administration; *Program Effectiveness; Program
Evaluation; Secondary Education; Staff Development;
Teaching Methods
*Hawkins Stafford Act 1988
IDENTIFIERS
ABSTRACT
Part of a 3-year study of the Chapter 1 Neglected or
,Delinquent (Chapter 1 N or D) Program providing compensatory'
education services to youths in state-operated juvenile and adult
correctional facilities, this report presents case studies of nine
facilities that have developed particularly effective programs. The
study used teacher questionnaires, an administrator survey, and
structured interviews with program administrators to collect data.
Findings indicate that effective programs emphasized the following:
(1) the importance of education among facility activities; (2) strong
(3) adequate funding and careful planning
administrative leadership;
(4) staffing and professional development;
of expenditures;
(5)
regular and Chapter 1 N or D coordination; (6) appropriate student
assessment; (7) appropriate curriculum and instructional methods; and
(8) relevant support and transitional services. Effective programs
also had comprehensive libraries containing a variety of materials
that reflected the interests of a culturally diverse population;
interlibrary loan programs; support services in the form of speakers,
tutors, and vocational trainers; and services facilitating the
enrollment of students into community schools on release. Included
are four exhibits and three appendices containing a list of effective
practices, case study narratives,
-..nd a case study guide. (67
references)
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EDUCATIONAL RESOURCES INFORMATION
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U.S. DEPARTMENT OF EDUCATION
OFFICE OF THE UNDER SECRETA Y
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UNLOCKING LEARNING: CHAPTER 1 IN
CORRECTIONAL FACILITIES
Effective Practices Study Findings: National Study
of the Chapter 1 Neglected or Delinquent Program
Brenda J.D. Rowe, Ph.D.
Judy C. Pfamienstiel
Research & Training Associates, Inc.
1991
Prepared for the U.S. Department of Education
Office of the Under Secretary
Contract No. 300-87-0124
CONTENTS
L'ag,g
ACKNOWLEDGMENTS
EXECUTIVE SUMMARY
vii
Chapter
INTRODUCTION AND STUDY DESIGN
1-1
1
Purpose of the Study of Effective Practices
1-1
Study Design and Methodology
1-2
Selection of the Study Sites
1-4
Data Collection Methodology
1-6
Organization of this Report
1-7
EDUCATION IN THE CORRECTIONAL CON"FEXT:
2
A REVIEW OF THE RELEVANT LITERATURE
2-1
Background
2-1
Education of the Disadvantaged: Lessons
from the 1980s
2-4
Disadvantaged Learners
2-7
A Sequencing or Complex Task Curriculum
2-7
The Role of the Teacher in Instruction
2-8
Classroom Management: Means or End
2-9
Student Proficiency: Grouping and Flexibility
2-10
Administrative Leadership
2-11
Effective Education for At-Risk Adolescents
2-12
Transitional Programs and Other Support Programs
2-15
Summary
2-16
EFFECTIVE EDUCATION FOR NEGLECTED OR
3
DELINQUENT YOUTH
3-1
Characteristics of Chapter 1 N or D Facilities
3-2
The Importance of Education: Role,
Philosophies and Programs
3-3
Education Program Facilities
3-7
Student Assessment for Program Placement
3-7
Education Budget and Staffing
3-8
Chapter 1
3-9
Coordination among Education Programs
3-10
Administrative Structures and Leadership Practices
3-11
Instructional Focus and Methods
3-12
Support and Transitional Services
3-17
Summary
3-18
CONMNTS (continued)
REFERENCES
A-1
APPENDIX A: Effective Practices for N or D Programs
B-1
APPENDIX B: Case Study Narratives
C-1
APPENDIX C: Case Study Guide
EXHIBITS
Effectiveness criter:a in the research design of the effective
1-1
1-5
practices study
2-6
Conventional wisdom and some alternatives
2-1
3-5
Education programs in nine Effective Practices study facilities
3-1
3-6
Student enrollment in regular education programs
3-2
ACKNOWLEDGMENTS
The expertise, energy, and cooperation of a number of people in Westat, Policy Study
Associates (PSA), and Research & Training Associates (RTA) contributed to this study. RTA
gratefully acknowledges the assistance and advice of the study's project director, Linda LeBlanc, of
Westat. We also gratefully acknowledge the time and expertise provided to this project by
our
distinguished advisory panel:
Charles L. Conyers
J. Ward Kees ling
Division of Special and
1976-1980 National Evaluation of
Compensatory Programs
Title I Programs for Neglected
Virginia Department of Education
and Delinquent Youth
Robert Hable
Hy Steinberg
Education and Employment Section
Formerly of the Texas Youth
Wisconsin Division of Corrections
Commission
William Hennis
G. H. Washington
Division of Support Programs
Office of Educational Services
North Carolina Department of
District of Columbia Department
Public Instruction
of Corrections
Michael Horrigan
Bruce I. Wolford
Senior Labor Economist
Department of Correctional
Council of Economic Advisers
Services
Eastern Kentucky University
Steve Steurer, Executive Director of the Correctional Educational Association, also
provided valuable assistance in the design, instrumentation, site selection, and review of findings
for this study.
RTA is especially grateful for the cooperation of state education agency and state
applicant agency directors and state N or D coordinators in those states in which facilities were
selected for inclusion in this study.
Likewise, the cooperation of the nine facilities, facility
superintendents or wardens, educational program administrators, teachers, and students in the
nine facilities are gratefully acknowledged.
Site visit team members and authors of case study
reports are Joanne Bogart and Michael Tashjian of PSA; and Helen Cohen, Sondra Cooney,
Vicki Yarnell of
Theodora Lambson, Barbara Lawrence, Alexa Pochowski, Brenda Rowe, and
RTA.
data collection
Special thanks also go to Theodora Lamhson, for coordinating the
Cheryle Woods, Cindy Atteberry, and
efforts for the study, and to Joseph Cooper, Diane Voliva,
John Kost for helping to prepare the manuscript.
vi
EXECUTIVE SUMMARY
Purpose of this Study and Overview of Study Design
Teaching youth in correctional facilities is challenging but rewarding. Many of these
youth neither value education nor understand its critical connection to employment and enhanced
Others may appreciate the value of education, but because of disadvantaged
life chances.
circumstances have experienced intermittent or inappropriate educational programs. As part of
the Study of the ECLA Chapter 1 Neglected or Delinquent (N or D) Program conducted for the
U.S. Department of Education, case studies of Chapter 1 N or D Programs in nine facilities--
recommended by multiple sources as effective programs---were conducted to identify practices
that contribute to the delivery of effective educational services to youth in state-operated juvenile
and adult correctional facilities.
Both qualitative and quantitative methods were used to collect data for the case
studies. Quantitative methods included (1) questionnaires designed for both Chapter 1 N or D
teachers and regular program teachers of Chapter 1 N or D students; (2) a survey form completed
by facility administrators describing characteristics of the institution and its residents; and (3)
structured interviews with education program administrators in each facility. The primary method
of collecting qualitative data was on-site observation.
Multiple observations of classroom
instruction in Chapter 1 N or D and regular program classes were conducted during the site visits
and Chapter 1 N or D and regular program teachers at the sites discussed effective characteristics
of their instruction.
Context: Common Instructional Practices
The current literature on effective schools identifies practices to improve instruction
"at-risk" adolescents, and adult students
for educativ.tally disadvantaged learners,
the
in
correctional context. This body of research is consistent with the new focus of Chapter 1 N or D
legislation designed to (1) improve the quality of Chapter 1 N or D programs through an emphasis
on advanced thinking skills; (2) to improve coordination of Chapter 1 N or D and regular
education instruction; (3) to improve students' performance in the regular program and ensure
vii
age-appropriate grade level performance in the regular program; and (4) to accomplish other
desired outcomes, such as continued school attendance culminating in a high school diploma or the
completion of a general equivalency diploma (GED) program.
Instruction in correctional education programs often falls somewhat short of effective
practices identified by research and supported by current Chapter 1 legislation. Education staff
Their educational role is sometimes
are often employees of the correctional institutions.
secondary to their security responsibilities. Regular program teachers ml.,y know little about the
The Chapter 1 program is often
purpose of Chapter 1 N or D funding or the services provided.
considered by regular education program teachers as separate and apart from their curricular
areas.
The Chapter 1 curriculum is often driven by objectives that are inappropriate to the
needs of Chapter 1 students. The instructional focus is on the rote mastery of isolated skills rather
The myth that instruction in basic skills must
than on comprehension and problem solving.
precede advanced instruction is well entrenched, and institutionalized students rarely progress to
advanced portions of the curriculum that are relevant to their needs as functioning adults.
Moreover, the emphasis on obtaining a GED in some cases leads to a misguided focus on skills
identifying nouns and verbs) rather than on language
commonly included on tests
(e.g.,
development and numeracy. Mathematics is often presented as mastery in the computation of
basic math facts. The primary strategy for mathematics instruction continues to be conventional
memorization reinforced through repetitive drill and practice. Likewise, the sequenced approach
Resulting methods
basic skills.
to reading instruction is based 6n this notion of the mastery of
focus on sequential skill development that includes phonics (from sounds and letters to long vowels
and consonants), vocabulary (short words to longer words), and structural analysis. These skills
comprehension of meaningful text.
are taught and acquired in isolation from reading and
Classroom instruction remains steeped in the conventional wisdom of the past
Driven by prior definitions of classroom management and control, the instructional
decades.
mode in Chapter 1 N or D classes is almost exclusively teacher directed or dictated by the
individual education plan (IEF). Students are perceived as having academic needs so specific to
the individual that only individualized instructional strategies are considered. Most students work
independently on individualized packets of materials. These materials are generally worksheets
Many materials are outdated or of low interest.
designed for elementary school-age students.
uninteresting
High-interest materials and activities are available as a reward for completing
workbook activities based on diagnostic/prescriptive objectives.
The monitoring of student progress and the assessment of student performance are
criteria are
frequently guided by detailed prescriptions of numerous isolated skills. Performance
based on commonly misinterpreted outcome measures. Interpretations of success are based on
(e.g., misinterpreting
the misinterpretation of grade-equivalent scores to mean grade-level mastery
ninth-grade
grade-equivalent scores as improving from performance as a third-grade reader to a
This approach perpetuates the "quick fix" approach to literacy and
reader within 6 weeks).
based on scores from
In addition, placement of students in programs is sometimes
numeracy.
inappropriate tests.
Despite a Chapter 1 N or D policy designed to promote successful transition to the
community, extensive federally-supported transitional services do not exist because government
policy dictates that local education agencies must be the recipients of such funds.
education programs that
As a result of the practices commonly found in correctional
views and approaches to education and Chapter 1 N or D program
are based on conventional
Chapter 1
delivery in correctional institutions, many programs do not meet the intent of the 1988
basic Chapter
legislation. Although the regulations governing the N or D program differ from the
the disadvantaged and to
1 program, the intent of the legislation is to accelerate learning for
incorporate advanced skills instruction in the Chapter 1 N or D program.
Findings: EfTective Practices
given to
Effective correctional programs are characterized by the importance
leadership, adequate funding and
education among institutional activities, strong administrative
development, regular and Chapter 1 N
careful planning of expenditures, staffing and professional
appropriate assessment of student performance and progress,
or D program coordination,
transitional services.
appropriate curriculum and instructional methods, and relevant support and
site observed represented a complete model
As is typical of most complex organizations, no single
found in at least one of the nine
of effectiveness on all identified dimensions, but each practice was
effective practices sites.
i 0
ix