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Providing College To Prison Inmates Series (Part 7)

This is the seventh and final blog post in the ‘Providing College To Prison Inmates Series.’ This series is based upon seven “Recommendations for Policy and Practice” presented by Contardo on pages 154 through 156 of her text Providing College To Prison Inmates.

“Articulate the benefits of college for prison inmates so that outsiders can understand.” –Contardo (pg. 156)

While the above quote refers to securing support for correctional education, I feel that this is not the correct way to solicit outside support of these programs. This is because the American people don’t want to know how much more they can spend to help a prisoner – someone who broke the law – or how spending this money will help the prisoner. If anything, the American people want to know how correctional education benefits them. They want to know why they should mentally buy-in to the idea of educating prisoners. As such, this blog post is based upon the benefits of prison education to the American people. Though, the benefit of the American people coincides with the benefit of the incarcerated student, too. It’s a win-win situation.

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Obvious Truths We Shouldn’t Be Ignoring Series (Part 1)

As one of my professional development tasks, I read all I can on education, student development, and better practices for teachers. I do so because I’m not a formally educated instructor. I’m a guy who made some bad decisions when I was a senior in high school. Hence, I came to prison. And, it was here that I hit my educational stride, both in terms of teaching and learning.

The other day I was reading the September 2011 issue of The Education Digest and I came across a terrific piece by Alfie Kohn entitled ‘Ten Obvious Truths That We Shouldn’t Be Ignoring.’ In this essay he notes obvious truths such as memorization not being all that it is cracked up to be, that knowing a lot of facts doesn’t make a person smart, and that students are more likely to learn what they find interesting than what they don’t.

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Providing College To Prison Inmates Series (Part 6)

This is the sixth blog post in the ‘Providing College To Prison Inmates Series.’ This series is based upon seven “Recommendations for Policy and Practice” presented by Contardo on pages 154 through 156 of her text Providing College To Prison Inmates.

“Document successes and failures.” –Contardo (pg. 156)

So far we have discussed how to implement programs, the challenges with doing so, and several models to follow. Now let’s take a look at measuring successes and failures, and developing a body of research that may facilitate other correctional educational programs.

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A Curmudgeon and a Tattooed Screamer

To motivate the students, it is important to figure out the real meaning for their attitudes. It helps with motivation and with classroom behavior, which are intertwined.
Mr. Lopez* was meaner than a snake. He was probably in his fifties, and he was an old curmudgeon. I could not break through to this man to get him to do any work. He didn’t see the value of studying, and was snotty to me all the time.

Finally, Mr. Lopez ended up leaving school. I can’t remember if I ended up throwing him out because he wasn’t producing, or if he quit. But it taught me a lesson; I thought this man had a really ugly heart and was very mean-spirited. I totally misunderstood his behaviors.

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Logansport Juvenile Correctional Facility Graduates 25 Boys

At the end of October 2011, twenty-five teenage boys earned their high-school diplomas while being held at Logansport Juvenile Correctional Facility in Indiana. The teens earned their degrees through Logansport Juvenile Correctional Facility’s Vantage Pointe Learning Center. Many of these teenagers are high-school drop-outs and without a GED, have little chance of finding a job

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StraighterLine.com: A Model for College-Level Correctional Education Programs?

Long has the battle of how to cost-effectively educate the incarcerated waged on. On one side of the post-secondary correctional education debate, there are those who prefer to focus upon vocational training for those in prison. Supporters say job training is what is needed.

On the other side of the post-secondary correctional education debate, there are those who prefer to focus upon academic education for the incarcerated. Supporters say an academic liberal arts education will allow participants to learn how to think.

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Providing College To Prison Inmates Series (Part 5)

This is the fifth blog post in the ‘Providing College To Prison Inmates Series.’ This series is based upon seven ‘Recommendations for Policy and Practice’ presented by Contardo on pages 154 through 156 of her text Providing College To Prison Inmates.

“Borrow lessons learned from other states and adapt them to fit circumstances.” –Contardo (pg. 155)

Creating effective correctional educational programming is challenging. The same is true of creating anything new. But within the prison setting, many more challenges present themselves challenges like the ones addressed in the fourth blog post of this series.

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The Great Escape: Prison Education is the Ticket to Freedom

Most of us know we will be released from prison. One day, sooner or later, we will be out on the street again. The question is: will that be a one-way trip? Will each of us leave the prison world never to return? To do that, we must know how to survive – no, not survive, succeed – when we re-enter society.
Statistics are stacked against us. Most prisoners get out and, eventually, most of us find ourselves back in. There are many reasons for the high rate of recidivism (the return of ex-prisoners to incarceration), but studies consistently show that the primary cause is unemployment. On the outside you need a job to eat. To have a place to live. To support your family. To hold your head high and know you can handle freedom.
But jobs are hard to come by when you carry a prison record with you. Still, we can’t use that as an excuse. With good skills and education – solid vocational training at the very least or, even better, an advanced degree – released prisoners can overcome a prison record. In fact – and this is the good news – 75% of college-educated ex-convicts are able to surmount the stigma of their criminal record to find stable employment.1

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College for Convicts? A Radical Solution for Maximum Security

The national deficit is a hot topic.; Everyone agrees we have to spend less and cut the budget.; Where people do not agree is on what to cut, what life-sustaining programs have to go, and what groups of people will get hurt.; It’s a question of priorities.; What is more important: our national education system?; The military?; Health Care?; We can argue ad infinitum.

But if we said there was a way to save approximately $60 billion (that’s billion with a “b”!) every year without cutting existing programs, a way to save $60 billion while at the same time improving public safety and the welfare of society, would anyone listen? It has been proposed.

There are dozens of articles out there, many papers presented at academic and professional conferences, and many studies, all of which show it can be done:By providing post-secondary and academic education to prisoners, we can cut $60 billion from our national budget every year.; And maybe a lot more.;; ;It’s a statement that evokes a lot of controversy.; The idea of providing post-secondary education in prisons is a hard sell because the public is often unaware of how it can impact our economy and the safety of our communities.; Why, people ask, should American taxpayers pay to provide a college education for prisoners when so many law-abiding citizens struggle to send themselves or their children to school?; It doesn’t seem fair.; Honest people have to pay to receive an education; why should criminals get it for free?;; ;It’s a visceral and understandable reaction. ;And besides, say some opponents to correctional education, if we provide a learning environment for prisoners, perhaps prison will seem less terrible and serve less as a deterrent to crime.1Others believe that punishment for crime should entail a loss of valuable privileges like education. Therefore, providing education, free, to a law-breaking individual seems to them like a mockery of justice.

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Second Chance Act in Peril

Imagine being newly released from prison, only to find yourself on the streets with no money, perhaps no place to live and no skills to find a job. Studies show that this can seriously lead to recidivism–the  released prisoner returning to prison as they have no other way to survive. In 2009 the Second Chance

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