ERIC EJ841387: Literacy behind Bars: Results from the 2003 National Assessment of Adult Literacy Prison Survey: Chapter 4--Education and Job Training in Prison PDF
Preview ERIC EJ841387: Literacy behind Bars: Results from the 2003 National Assessment of Adult Literacy Prison Survey: Chapter 4--Education and Job Training in Prison
The Journal for Vocational Special Needs Education 27 Literacy Behind Bars: Results From the 2003 National Assessment of Adult Literacy Prison Survey Chapter 4: Education and Job Training in Prison by Elizabeth Greenberg, Eric Dunleavy, and Mark Kutner, American Institutes for Research Prisons are intended to rehabili- reer. I’ve had jobs, but never had mates in 2003 than in 1992 tate criminal offenders, as well anything that would take me (Welsh 2002). as to punish and incapacitate anywhere. It’s scary to come out In 2003, some 43 percent of them. The education and train- of jail and not realize what you’re prison inmates had a high ing systems operating within going to do” (Clayton 2005). school diploma or a GED/high most prisons are a key compo- This chapter describes the school equivalency certificate nent of the rehabilitation mis- relationships among literacy, when they began their current sion of prisons. Previous stud- education, and vocational train- incarceration, so helping in- ies have shown a relationship ing in prison. The analyses in mates complete their high between participation in educa- the chapter discuss both the school education is a major aim tional programs and recidivism prevalence of inmate participa- of many prison academic pro- rates, with inmates who attend tion in education and training grams (figure 4-1).11 Among education programs less likely programs and the relationship prison inmates in 2003, some 19 to be reincarcerated after their between literacy levels and pro- percent had earned their GED/ release (Vacca 2004). gram participation. high school equivalency certifi- cate during their current incar- There are many reasons why Academic Education ceration, and an additional 5 prison inmates may be moti- vated to participate in education In both 1992 and 2003, GED percent were currently enrolled and training programs. Among classes were available in most in academic classes. these may be a realization that prisons. However, because of Having a GED/high school they do not have skills that will restrictions in Pell Grants that equivalency certificate or a high lead to employment upon their were implemented in 1994, school diploma may be particu- release from prison. As one in- higher educational opportunities larly important for inmates who mate said, “I’ve never had a ca- were more limited for prison in- expect to be released soon and Figure 4-1. Percentage of the adult prison popula- Figure 4-2. Percentage of the adult prison popula tion, by GED/high school diploma tion with a GED/high school equivalen attainment: 2003 cy certificate or high school diploma, by expected date of release: 2003 Percent 100 Percent 100 80 80 60 65 60 43 60 40 33 19 40 20 5 20 0 No GED/no No GED/no Earned GED Earned GED/H.S. H.S. diploma/ H.S. diploma/ during current diploma prior 0 2 years or less More than 2 years not currently currently incarceration to current enrolled in enrolled in incarceration Expected date of release academic classes academic classes GED/H.S. diploma attainment NOTE: Adults are defined as people 16 years of age and older living in prisons. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (1 percent in 2003) are NOTE: Detail may not sum to totals because of rounding. Adults are defined as people 16 years of excluded from this figure.The category “earned GED/H.S. diploma prior to current incarceration” age and older living in prisons. Adults who could not be interviewed due to language spoken or includes prison inmates who had higher levels of educational attainment (postsecondary educa cognitive or mental disabilities (1 percent in 2003) are excluded from this figure.The category tion) prior to their current incarceration. “earned GED/H.S. diploma prior to current incarceration” includes prison inmates who had higher SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for levels of educational attainment (postsecondary education) prior to their current incarceration. Education Statistics, 2003 National Assessment of Adult Literacy. SOURCE: U.S.Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. 28 Volume 30, Number 2, Winter 2008 will need to find a job outside of current incarceration or prior to equivalency certificate had Be- prison. However, the difference their current incarceration) had low Basic prose and quantitative in the percentage of inmates who higher average prose, document, literacy than prison inmates expected to be released in 2 and quantitative literacy than who were currently enrolled in years or less and had a GED/ inmates who were currently en- academic classes or did not have high school equivalency certifi- rolled in academic classes in a GED/high school equivalency cate or high school diploma, and prison but had not yet earned certificate and were not enrolled the percentage of inmates who their GED/high school equiva- in classes (figure 4-4). Similar to expected to be released in more lency certificate (figure 4-3). figure 4-3, there were no statis- than 2 years and had a GED/ They also had higher average tically significant differences in high school equivalency certificate prose, document, and quantita- the percentage of inmates at any or high school diploma, was not tive literacy than inmates who of the literacy levels between statistically significant. (figure 4-2) were not enrolled in any aca- inmates who earned their high As discussed in chapter 2, demic classes. The differences in school diploma or GED/high prison inmates’ average prose average prose, document, and school equivalency certificate and quantitative literacy in- quantitative literacy between prior to their current incarcera- creased with each increasing inmates who earned their GED/ tion and inmates who earned education level, and their docu- high school equivalency certifi- their GED/high school equiva- ment literacy increased with cate during their current incar- lency certificate during their each increasing education level ceration and inmates who en- current incarceration. up to a high school diploma or tered prison with a high school Vocational Education GED/high school equivalency diploma or GED/high school certificate (figure 2-7). equivalency certificate were not Vocational education programs Prison inmates who had a statistically significant. are designed to prepare prison high school diploma or a GED/ A lower percentage of prison inmates for work after their re- high school equivalency certifi- inmates who had a high school lease from prison. In 2000, some cate (either earned during their diploma or a GED/high school 56% of state prisons and 94% Figure 4-3. Average prose, document, and quantitative literacy scores of the adult prison population, by GED/high school diploma attainment: 2003 Average score No GED/H.S. diploma Average score GED/H.S. diploma 500 500 350 350 300 300 273 273 262 261 266 266 250 250 228 227 223 227 224 217 200 200 150 150 0 0 Prose Document Quantitative Prose Document Quantitative Literacy scale Literacy scale No GED/not currently enrolled No GED/currently enrolled Earned GED during Earned GED/H.S. diploma prior in academic classes in academic classes current incarceration to current incarceration NOTE: Adults are defined as people 16 years of age and older living in prisons. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (1 percent in 2003) are excluded from this figure.The category “earned GED/H.S.diploma prior to current incarceration”includes prison inmates who had higher levels of educational attainment (postsecondary education) prior to their current incarceration. SOURCE: U.S.Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. The Journal for Vocational Special Needs Education 29 Figure 4-4. Percentage of the adult prison population in each prose, document, and quantitative literacy level, by GED/high school diploma attainment: 2003 Prose Document Diploma status Diploma status No GED/not currently No GED/not currently enrolled in 33 48 19 # enrolled in 32 41 27 # academic classes academic classes No GED/currently No GED/currently enrolled in 32 53 16 # enrolled in 27 48 25 # academic classes academic classes Earned GED during 5 35 57 3 Earned GED during 3 32 63 1 current incarceration current incarceration Earned GED/H.S. diploma Earned GED/H.S. diploma prior to current 8 33 53 6 prior to current 9 29 59 3 incarceration incarceration 80 60 40 20 0 20 40 60 80 1 00 80 60 40 20 0 20 40 60 80 1 00 Percent Below Basic Percent Basic and above Percent Below Basic Percent Basic and above Quantitative Diploma status No GED/not currently enrolled in 65 28 7 # academic classes No GED/currently enrolled in 62 32 6 # academic classes Earned GED during 23 50 25 2 current incarceration Earned GED/H.S. diploma prior to current 25 44 28 3 incarceration 80 60 40 20 0 20 40 60 80 1 00 Percent Below Basic Percent Basic and above Below Basic Basic Intermediate Proficient # Rounds to zero. NOTE: Detail may not sum to totals because of rounding. Adults are defined as people 16 years of age and older living in prisons. Adults who could not be interviewed due to language spoken or cognitive or men tal disabilities (1 percent in 2003) are excluded from this figure.The category “earned GED/H.S.diploma prior to current incarceration”includes prison inmates who had higher levels of educational attainment (postsecondary education) prior to their current incarceration. SOURCE: U.S.Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. 30 Volume 30, Number 2, Winter 2008 of federal prisons offered voca- current incarceration, 71 per- year. In 2003, 14 percent of in- tional training (Harlow 2003). cent of prison inmates had not mates were on a waiting list to Examples of the types of voca- participated in any vocational participate in a vocational edu- tional education programs training, 11 percent participated cation program, and 10 percent sometimes offered by prisons are in vocational training programs were enrolled in vocational edu- auto mechanics, construction that lasted less than 6 months, cation classes (figure 4-6). trades, equipment repair, HVAC 8 percent participated in pro- Participation in vocational installation and repair, culinary grams that lasted 6 to 12 training may be particularly im- arts, cosmetology, and desktop months, and 9 percent partici- portant for inmates who are get- publishing. The exact programs pated in vocational training pro- ting close to their release date offered differ among prisons. As grams that lasted more than a and will need to find a job out- shown in figure 4-5, during their Figure 4-5. Percentage of the adult prison popula Figure 4-6. Percentage of the adult prison popula tion, by length of participation in voca tion, by enrollment in vocational train tional training programs: 2003 ing: 2003 Percent Percent 100 100 77 80 80 71 60 60 40 40 20 11 8 9 20 10 14 0 0 No Less than 6-12 months More than Currently enrolled On a waiting list Not enrolled and participation 6 months 1 year in classes not on waiting list Enrollment status Length of participation NOTE: Detail may not sum to totals because of rounding. Adults are defined as people 16 years of NOTE: Detail may not sum to totals because of rounding. Adults are defined as people 16 years of age and older living in prisons. Adults who could not be interviewed due to language spoken or age and older living in prisons. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (1 percent in 2003) are excluded from this figure. cognitive or mental disabilities (1 percent in 2003) are excluded from this figure. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. Education Statistics, 2003 National Assessment of Adult Literacy. Figure 4-7. Percentage of the adult prison popula tion who participated in vocational train ing during their current incarceration, by expected date of release: 2003 Percent 100 80 60 40 32 27 20 0 2 years or less More than 2 years Expected date of release NOTE: Adults are defined as people 16 years of age and older living in prisons. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (1 percent in 2003) are excluded from this figure. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. The Journal for Vocational Special Needs Education 31 side of prison. However, the per- ticipated in any vocational train- prisons as part of their voca- centage of incarcerated adults ing (figure 4-9). A higher per- tional education program. As who expected to be released centage of prison inmates with shown in figure 4-11, some 6 within the next 2 years and par- Below Basic prose literacy than percent of adults in prisons had ticipated in vocational training with Intermediateprose literacy had some type of IT certification in was not statistically significantly not participated in any vocational 2003 (earned either in prison or different from the percentage training programs (figure 4-10). prior to their current incarcera- Vocational training programs tion), compared with 8 percent Skill Certification often include academic instruc- of adults living in households. tion in the reading, writing, and Information technology (IT) is a The difference in the percentage mathematics skills required for growing area of employment. of adults in prisons and house- a particular profession, as well Certification programs, both holds who had other types of as instruction in general work within prisons and for the gen- certification was not statistically skills such as how to communi- eral population, are becoming significant. cate or work with other people. more commonly available. IT Within both the prison and Among those inmates who par- certification is available in a va- households populations, adults ticipated in vocational training riety of areas, including both who had received IT or other cer- programs, 46 percent received basic skills such as word pro- tification had higher prose, some instruction in reading as cessing and more advanced document, and quantitative lit- part of the program, 44 percent skills such as computer net- eracy than adults who had not received instruction in writing, working. Other types of job-re- received any certification (fig- 63 percent received instruction lated skill certification that are ures 4-12 and 4-13). However, in mathematics, 31 percent re- recognized by a licensing board adults in the prison population ceived instruction in computer or an industry or professional who had received IT or other cer- skills, and 74 percent received association also provide creden- tification had lower average lit- instruction in how to communi- tials that are cate or work better with other recognized in people (figure 4-8). the job mar- Figure 4-9. Average prose, document, and quantita Prison inmates who had par- ket. Certifi- tive literacy scores of the adult prison ticipated in vocational training cation pro- population, by participation in voca in the past had higher average grams are tional training: 2003 prose and document literacy sometimes than inmates who had not par- offered by Average score 500 350 Figure 4-8. Percentage of the adult prison popula tion participating in vocational training 300 who received selected types of instruc tion as part of the vocational training, 265 257 255 253 255 252 254 by type of instruction: 2003 250 246 247 Percent 100 200 80 74 63 60 46 44 150 40 31 0 20 Prose Document Quantitative Literacy scale 0 Reading Writing Mathematics Computers Communication Current participation Past participation No participation Vocational training emphasis NOTE: Adults are defined as people 16 years of age and older living in prisons. Adults who could not NOTE: Adults are defined as people 16 years of age and older living in prisons. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (1 percent in 2003) are be interviewed due to language spoken or cognitive or mental disabilities (1 percent in 2003) are excluded from this figure. excluded from this figure. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for SOURCE: U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. Education Statistics, 2003 National Assessment of Adult Literacy. 32 Volume 30, Number 2, Winter 2008 Figure 4-10. Percentage of the adult prison population who participated in vocational training, by prose, docu ment, and quantitative literacy level: 2003 100 Prose 100 Document 80 80 Percent 60 Percent 60 current or past current or past participation 40 participation 40 16 20 10 10 10 10 20 9 9 10 13 18 22 21 14 19 21 26 0 0 20 20 58 Percent no 40 77 72 68 69 Percent no 40 78 73 69 participation participation 60 60 80 80 100 100 Below Basic Basic Intermediate Proficient Below Basic Basic Intermediate Proficient Literacy level Literacy level 100 Quantitative 80 Percent 60 current or past participation 40 20 9 10 10 9 17 22 19 13 0 20 Percent no 40 75 68 70 78 participation 60 80 100 Below Basic Basic Intermediate Proficient Literacy level Current participation Past participation No participation NOTE: Detail may not sum to totals because of rounding. Adults are defined as people 16 years of age and older living in prisons. Adults who could not be interviewed due to language spoken or cognitive or men tal disabilities (1 percent in 2003) are excluded from this figure. SOURCE: U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. The Journal for Vocational Special Needs Education 33 Figure 4-11. Percentage of the adult prison and Figure 4-12. Average prose, document, and quanti household populations who have tative literacy scores of the adult received skill certification: 2003 prison and household populations, by receipt of information technology skill Percent certification: 2003 100 IT certification Other certification Average score 80 500 Prose Document Quantitative 60 350 40 25 27 302* 20 300 291* 0 6 8* 276 273* 267 269* 285* 277 281* Prison Household Prison Household 255 247 247 250 Population *Significantly different from prison population. 200 NOTE: Adults are defined as people 16 years of age and older living in prisons or households. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (1 percent of the prison sample and 3 percent of the household sample in 2003) are excluded from this figure. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for 150 Education Statistics, 2003 National Assessment of Adult Literacy. 0 Prison Household Prison Household Prison Household Population Figure 4-13. Average prose, document, and quanti tative literacy scores of the adult No IT certification Received IT certification prison and household populations, by receipt of other job-related skill certifi cation: 2003 *Significantly different from prison population. NOTE: Adults are defined as people 16 years of age and older living in prisons or households. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (1 percent Average score of the prison sample and 3 percent of the household sample in 2003) are excluded from this figure. 500 Prose Document Quantitative SOURCE: U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. 350 Figure 4-14. Percentage of the adult prison and 297* 300 291* household populations in each quanti 283* 277* 270 269* 266* tative literacy level, by receipt of infor 252 255 259 mation technology skill certification: 246 246 250 2003 200 Percent 100 80 150 60 0 Prison Household Prison Household Prison Household 40 Population No other job certification Received other job certification 20 2 5 8 7 10 9 9 12 0 Below Basic Basic Intermediate Proficient Literacy level *Significantly different from prison population. NOTE: Adults are defined as people 16 years of age and older living in prisons or households. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (1 percent Prison Household of the prison sample and 3 percent of the household sample in 2003) are excluded from this figure. SOURCE: U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. NOTE:Adults are defined as people 16 years of age and older living in prisons or households. Adults who could not be interviewed due to language spoken or cognitive or mental disabilities (1 percent of the prison sample and 3 percent of the household sample in 2003) are excluded from this figure. SOURCE: U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2003 National Assessment of Adult Literacy. 34 Volume 30, Number 2, Winter 2008 eracy on all three scales than References Washington,DC: National Cen- adults in the household popu- ter for Education Statistics. This Clayton, S.L. (2005). Jail Inmates lation who had received the document is in the public domain. Bake Their Way to Successful Reen- same type of certification. try. Corrections Today, 67(2): 78-81. Endnotes In both the prison and Harlow,C. (2003). Education and households populations, the dif- Correctional Populations. U.S. 11 The 43 percent of prison inmates ferences in the percentage of Department of Justice. Washington, who had a high school diploma adults in each quantitative lit- DC: Bureau of Justice Statistics. or a GED/high school equiva- eracy level who had received IT Vacca, J.S. (2004). Educated Pris- lency certificate when they began oners Are Less Likely to Return their current incarceration in- certification were not significant to Prison. Journal of Correctional cludes prison inmates who had (figure 4-14).Within each quan- Education,55(4): 297-305. higher levels of educational at- titative literacy level, the differ- Welsh, M.F. (2002).The Effects of tainment (postsecondary education) ences in the percentage of the the Elimination of Pell Grant Eli- prior to their current incarceration. prison and household popula- gibility for State Prison Inmates. tions with IT certification were Journal of Correctional Education, not statistically significant. 53(4): 154–58 Within both the prison and The proceeding chapter was re- household populations, adults printed from: Greenberg, E., with Below Basic quantitative Dunleavy, E., and Kutner,M. literacy were less likely to have (2007). Literacy Behind Bars: Re- received certification other than sults From the 2003 National As- IT than adults with Basic or In- sessment of Adult Literacy Prison termediate quantitative literacy Survey (NCES 2007 473). (figure 4-15). U.S.Department of Education.
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