THE EFFECT OF EDUCATION PROGRAMS ON PRISONER …

Education Programs and Prisoner Recidivism 1

THE EFFECT OF EDUCATION PROGRAMS ON PRISONER RECIDIVISM IN MICHIGAN by

Taryn Nelson Francis SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

MASTER OF ARTS DEGREE IN EDUCATION AT NORTHERN MICHIGAN UNIVERSITY April 26, 2010

APPROVED BY: DATE:

Education Programs and Prisoner Recidivism 2

Table of Contents

Abstract

5

Chapter I: Introduction

6

Statement of the Problem

6

Research Question(s)

7

Definition of Terms

9

Chapter II: Review of Literature

15

History and General Information

15

PRI

15

Background

15

Costs

15

Parole, Probation, Clemency Defined

16

Educational Programming

17

Lack of Formal Education Prior to Incarceration

17

Figure 1

18

Chapter III: Why Teach Prisoners?

19

DOC Responsibilities

19

Prisoner Programming

20

Problems

21

Alternatives and Potential Solutions

21

Early Intervention

21

At Risk

21

Probation/Parole

23

Education Programs and Prisoner Recidivism 3

CCC

23

Alternatives

24

Sentencing Guidelines

24

Other Programs

24

Costs of Programming

25

Small Scale Programs

26

Should Prisoners Participate?

28

Other Programming

28

Problems

28

Benefits

29

CTE versus Academic Education

30

Purpose of Incarceration

30

Custody versus Non-Custody Staff

31

What Should Be Taught

31

Literacy

32

Higher Education

33

Academic

33

CTE

34

Punishment and Rehabilitation

36

PRI

37

Moral or Religious Education

37

Prisoner Entrepreneurship Program

38

Documentation-Figure 2

39

Education Programs and Prisoner Recidivism 4

Who Should Teach Prisoners?

39

Background

39

Teacher Behaviors

40

Prison Educators

42

How to Measure Recidivism

43

Problems

43

Appropriate Measurement

43

Chapter IV: Recommendations and Conclusion

44

Recommendation

44

Areas for Further Research

45

Summary and Conclusion

46

References

47

Education Programs and Prisoner Recidivism 5

Abstract Proponents of Prisoner Education in Michigan claim that educational opportunities while incarcerated help reduce recidivism (return to prison) rates. Most research has been conducted by Correctional Educators and the data may be skewed. Other programs, such as early intervention and Michigan Prisoner Re-Entry Initiative (MPRI) may also be successful in helping felons stay out of prison. Michigan faces difficult budgetary decisions and prisoner programming, including education, is often cut due to lack of funding. There are many areas to be explored to help cut the rate of recidivism. Opponents of prisoner education do not tend to agree about the rights of prisoners and to what prisoners are entitled. Does prisoner education cut recidivism rates and, in turn, save money in the long run? What obligation do we have to offenders?

Education Programs and Prisoner Recidivism 6

The Effect of Education Programs on Prisoner Recidivism in Michigan Chapter I: Introduction

In Michigan, approximately 80% of first time offenders coming into the Department of Corrections (DOC) system do not have a documented High School Diploma (HSD) or General Equivalency Diploma (GED). Prisoners are turned over to DOC custody if the individual's minimum sentence is at least 1 year. People sentenced to serve less than 1 year serve time in a county jail. There are alternate sanctions to which offenders may be sentenced including community service or house arrest. In 2010 the state has approximately 45,000 prisoners and about 40 prisons ranging in security from minimum security (Level 1) to maximum security (Level 5). Medium security facilities are classified as Level 2 and 3 and Level 4 is referred to as close security. More offenders are on parole or probation, which are often under MDOC jurisdiction. Due to the financial crisis in Michigan, more prisoners are slated to be released from the MDOC this year than any other year prior and potentially up to 5 more prisons will be closed prior to October 1, 2010. In 2008, Michigan had a 48% overall recidivism rate. Simply stated, recidivism is the return to prison rate of prisoners released based on new offenses or parole violations (Vacca, 2004, p. 298). In 1998, Michigan enacted a law which requires prisoners with no verified HSD to minimally earn a GED before he/she is considered for parole. There are a few exceptions (Shultz, 2008, p. 10A). One exception, for example, is if a prisoner has a skilled trade or journeyman's license and the prisoner was gainfully and legally employed immediately prior to incarceration. A prisoner may attend school, but earning a GED would not be a requirement prior to release from prison under the law. Another exception is if the prisoner is over the age of 65. In Fiscal Year 2007, a total of

Education Programs and Prisoner Recidivism 7

68 prisoners were paroled prior to earning a GED. Michigan's law is unique. Is our duty as members of society to educate prisoners? Why should taxpayers pay for the service of providing education to incarcerated felons? Do felons have a right to a free public education? Is Michigan's law too strict or is it an unreasonable demand on prisoners? Has the law helped to lower crime or rates of recidivism? Are other programs, including Michigan Prisoner Re-Entry (MPRI), more successful than education programs, or is educational programming a part of MPRI? Is mandatory prisoner programming as effective as voluntary programming? Do ex-felons with long sentences experience the same levels of success as those with shorter sentences? Do teachers or program directors behind prison walls make a difference in the rate of success the prisoners may experience? Is the person delivering the program more important than the program itself?

Many areas for research exist regarding prisoner education. Prison and its affects on society, families and individuals is a huge potential realm for research opportunities. Education is only a single program offered behind the prison walls. Other programs have proven to be successful and not all educational programming is the same from state to state; often even differ from facility to facility across the state. Even within the same facility the curriculum may differ from classroom to classroom. These issues make it difficult to measure success. Perhaps a better indicator of success upon release is simply the amount of time or percent of the minimum sentence the ex-felon served. There is a need for a great deal more research with prisoner recidivism rates and what the DOC can do to help prisoners to be successful upon release. There is a risk of doing too much for prisoners as taxpayer backlash may occur. Prisoner education is a small cog in a big machine. In addition to keeping the offender separate from the public, the goal of the

Education Programs and Prisoner Recidivism 8

department is, as the name implies, corrections. The goal consists of attempting to correct behaviors of offenders and providing instruction and modeling of behaviors considered appropriate to the public. These skills are incorporated into an educational curriculum consisting of basic skills such as literacy and life skills to mid-level skills of earning a high school equivalency degree to higher level thinking skills, such as career and technical education opportunities and even college level programming.

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