Thom Gehring, Ph.D. - California State University, San Bernardino

Thom Gehring, Ph.D.
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Published in San Bernardino, California,
by California State University, San Bernardino.
Special thanks for the support from the California Department of Corrections
and Rehabilitation, Division of Juvenile Justice Education Unit.
New material copyright © 2007 by Thom. Gehring.
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Contents
Note: Major sections of this text appear in all upper case, bold letters.
Page
Foreward by Glenda Pressley, M.Ed. CCC-SLP ....................................................ix
Author’s Preface ...................................................................................................... xi
CHaPter 1:
tHe CorreCtIonaL eDUCatIon orGanIZatIonaL IssUe
Part A Introduction:
The Organization of Correctional Education Services .......................................... 1
Part B:
Analyses and Texts of Original Correctional School District Enabling Legislation
1. New Jersey (1) Adult, 1907 ..................................................................... 19
2. Texas Adult, 1969 ..................................................................................... 22
3. Connecticut Adult, 1969 ........................................................................... 23
4. Illinois Youth and Adult, 1972 ............................................................... 25
5. New Jersey (2) Youth and Adult, 1972 ................................................ 34
6. Arkansas Adult, 1973 ............................................................................... 38
7. Ohio Adult, 1973 ...................................................................................... 44
8. Virginia Youth and Adult, 1974 ............................................................. 46
9. Connecticut Youth, 1976 . ......................................................................... 49
10. Maryland Adult, 1978 ............................................................................. 51
11. New Jersey (3) Youth and Adult, 1979 .................................................. 53
12. Tennessee Youth and Adult, 1981 ......................................................... 57
13. South Carolina Youth, 1981 ................................................................... 61
14. South Carolina Adult, 1981 ..................................................................... 62
15. Alabama Youth, 1983 ............................................................................. 67

Part B:
Analyses and Texts of Correctional School District Legislation, cont’d.
16. Florida Adult, 1987 .................................................................................. 71
17. Vermont Adult, 1988 ................................................................................ 82
18. Tennessee Youth, 1989 ............................................................................. 85
19. Arizona Youth, 1991 ................................................................................. 89
20. Oklahoma Adult, 1991 ............................................................................. 97
21. California Youth, 1996 ............................................................................. 98
22. Ohio Youth ............................................................................................. 101
Part B Summary: State CSD Enabling Legislation .................................. 103
Part C:
Summaries of Classic Studies and Reports on the Correctional School District
Model
1. Correctional Education Organization Changes Since the 1930s ..... 105
2. The American Bar Association Material:
Nationwide Application, 1973 ............................................................. 113
3. The Oregon Material, Adult Application, 1974 ................................ 117
4. Joseph Skok’s Dissertation: Pennsylvania Youth and Adult, 1977 .... 121
5. The Laura Means Pope Material:
Nationwide Application, 1978 and 1982 .............................................. 128
6. Gordon Spencer’s Dissertation: California Youth Authority, 1979 ... 136
7. The Virginia Material: 1979 and 1985:
Separate Agency Correctional School District Structure .................. 143
8. The Florida Study: Adult Application, 1984 ..................................... 152
9. The Correctional Education Association Material:
Nationwide Application, 1984 .............................................................. 160
Part C Summary: The “Index” of CSD Literature from Gehring’s 1987
Dissertation ................................................................... 164

Part D:
Summaries of Salient, Recent CSD Literature
1. The Arizona Study, Adult Application, 1987 ....................................... 167
2. The California Report: Youth Application, 1999.................................. 169
3. A Dialogue: Should Correctional School Districts Have Boards? ..... 172
4. Procedures States Use to Fund Correctional Education ................... 178
5. Special Bulletin: How to Establish a Correctional School District .. 1873
Part D Summary: Correctional Education Organization Structure
Trends ............................................................................ 194
CHaPter 2:
ProGraM PLannInG In CorreCtIonaL eDUCatIon
Format for a Generic Proposal .......................................................................... 208
Example 1: Helping to Establish a California Youth Authority
Correctional School District ......................................................... 213
Example 2: Correctional Education and the United States Education
Department ..................................................................................... 220
Example 3: Shawangunk’s Correct Adult Correctional Education
Program .......................................................................................... 225
CHaPter 3:
sUPervIsIon of InstrUCtIon anD tHe skILLs anD
CHaraCterIstICs of CorreCtIonaL teaCHers
Part A: Basic Elements of Exemplary, Clinical Supervision of Instruction .... 298
Part B: The Skills, Charateristics, and Performance of Correctional Teachers .. 305
CHaPter 4:
sPeCIaL eDUCatIon anD reLateD IssUes .................................... 345
CHaPter 5:
reCIDIvIsM
“Bottom Line” Thinking and Some of its Effects on Correctional
Education ....................................................................................................... 352
Recidivism as a Measure of Correctional Education Program Success ... 367

CHaPter 6:
an oUtLIne of soMe ProGraM evaLUatIon IssUes ................. 377
References ............................................................................................................... 388
Acknowledgements .............................................................................................. 397
LIst of fIGUres anD taBLes
Figure 1.1: Line/Staff Relationships in the Three Modern Models .................. 3
Figure 1.2: Direction of Modern Development ................................................... 4
Figure 1.3: Dispositions Toward Correctional Education ................................. 4
Figure 1.4: Wilber’s Quadrants for Correctional Teachers ................................ 7
Figure 1.5: A Comprehensive Model of Correctional Education ..................... 8
Figure 1.6: American Bar Association Findings—Pros and Cons of School
Districts .............................................................................................. 114
Figure 1.7: Skok’s Findings—Pros and Cons of School Districts .................. 123
Figure 1.8: Spencer’s Findings—Relative Merits of Various
Organizational Configurations ...................................................... 139
Figure 1.9: A Summary of the Literature, Based on Gehring’s 1987
Dissertation ...................................................................................... 164
Figure 1.10: Criteria that Emphasize Organizational Capability ................. 165
Figure 1.11: Criteria that Emphasize Funding ................................................ 165
Figure 1.12: Criteria that Emphasize Correctional Education
Programming .................................................................................. 166
Figure 1.13: Criteria that Emphasize Specific Needs or Concerns ............... 166
Figure 1.14: Funding Procedures in 21 Decentralized Correctional
Education Organizations .............................................................. 180

Figure 1.15: Funding Procedures in 46 Correctional Education Bureaus .... 180
Figure 1.16: Funding Procedures in 20 Correctional School Districts ......... 182
Table 1.1: Generic Models Distribution ......................................................... 199
List of figures and tables, cont’d.
Table 1.2: Direction of the Organizational Trend ......................................... 201
Table 1.3: States that Considered But Did Not Adopt
the Correctional School District (CSD) Model ............................ 202
Table 1.4: Location in Government ................................................................ 202
Table 1.5: Percentage of Correctional Education Budget Directed to
Contract Service Providers ............................................................. 204
Figure 5.1: General Corporate Themes During Various Historical
Periods ............................................................................................... 356
Figure 5.2: Social Heresies that Did, and Did Not, Emphasize Poverty .... 362
Figure 5.3: Chomsky’s Definitions of Corporate/Government Terms ........ 365
Figure 5.4: Nine Problems with Recidivism as a Program Evaluation
Measure ............................................................................................ 370
Figure 5.5: Definitions of Juvenile Recidivism in One State .......................... 371
Figure 5.6: Questions About Recidivism Suggested by
Wilber’s Quadrants .......................................................................... 373
Figure 5.7: Recidivism and Trust ...................................................................... 374
Figure 6.1: Matching Program Attributes to an Evaluation Model ............ 380
Figure 6.2: Relationship of the Models, from Personnel Perspectives ........ 380
Figure 6.3: Characteristics of Exemplary Correctional Education
Delivery Systems .............................................................................. 382
Figure 6.4: The Center’s Paper Trail Adequacy Criteria ............................... 383

foreword
Most correctional educators share an aspiration that institutional staffs
might encourage wards and inmates to use educational opportunities as a
strategy to improve their lives. Yet what actually goes on in many institutions
is quite contrary to that aspiration, as suggested in the following all too typical
scenario. Mike’s teacher entered the living unit’s control station and asked
the correctional youth counselor why Mike did not come to school today. The
correctional officer told the teacher that Mike was not prepared for school when
his door was opened (he was sitting on his bed instead of standing by his door).
The officer continued to pontificate regarding Mike’s criminal propensities and
intellectual deficiencies and concluded with this summary: “He will be in jail
for the rest of his life, he doesn’t need school.”
Correctional educators experience similar situations daily, frustrating
their passion to do what they love to do: facilitate the learning process through
their positive influence. There are times when a correctional educator’s
frustration level reaches the breaking point; consequently, the institutional
adage “do your eight and hit the gate” becomes part of their everyday process.
Of course, many overcome negative roadblocking attitudes and incessantly
assert their “teacher power”—the power to affect positive change, striving to
ensure that all their students will be prepared for successful transition to their
communities upon release.
Ralph Waldo Emerson wrote that “Scholarship is to be created not by
compulsion, but by awakening a pure interest in knowledge. The wise instructor
accomplishes this by opening to his pupils precisely the attractions the study
has for himself.” All students can learn, and that applies to the incarcerated
as well as to those who are not incarcerated. An enthusiastic teacher with an
agenda that promotes enlightened learning will result in students who attain
academic, vocational, and character-oriented success.
In one part of this Handbook for Correctional Education Leaders, Thom
Gehring reflected on the Correctional Education Association’s 1984 Resolutions
document, which outlined a program to improve correctional education. All ten
Resolutions issues are significant; however, this brief forward will emphasize
issue number two (Characteristics of exemplary correctional education delivery
systems) and number six (Teacher skills and characteristics).
Passion for attaining and delivering knowledge are important
characteristics for correctional educators to possess. Correctional educators
must focus on attitudes, skills, and then knowledge in order to be successful.
As Gehring defines local school education, this sequence is contrary to
tradition.However, correctional teachers are not working with a traditional
population; they are providing services to a unique population, many
of whom have a passion for knowledge. Incarcerated learners are often
inquisitive and crying out for help. How do correctional educators awaken
a pure interest in knowledge? They demonstrate passion and exemplify
ix

non-traditional characteristics, an approach which is research based and
successful.
Gehring defines different types of correctional education programs.
His research is significant and his knowledge and experience in correctional
education are inspiring. Institutional education administrators who are
responsible for hiring and training correctional educators must read and study
this work. If students served by correctional educators are described as being
in some ways unique, then correctional educators are also unique. Not many
teachers can do well in an institution that requires them to provide services to
a traumatized and, at times, very difficult population. Gehring provides the
knowledge needed for administrators who want to make informed and correct
judgments. Without the right teacher, a teacher with specific characteristics,
students will not be prepared for success when they are released.
Educational theories, programs, and goals are worthless if students
are treated as less than human. The Handbook for Correctional Education Leaders
outlines appropriate characteristics that correctional educators and correctional
education systems should possess. It also provides correctional education
administrators with important information, ensuring that the best candidate is
hired and the most productive delivery system is developed.
Some of the most talented and inspiring young men and women are
incarcerated. I watched a young man master Algebra 1, Geometry, and Algebra
II in less than a year. I watched another young man paint a masterpiece. I
watched yet another design, manage, and maintain a 4000 square foot garden.
Give a man respect, responsibility, and the tools to reflect upon his personality,
and I will give you a leader.
Glenda Pressley, M.Ed. CCC-SLP
Superintendent of Education, 2004-2007
Education Services
California Department of Corrections and Rehabilitation
Division of Juvenile Justice
x

aUtHor’s PrefaCe
It is clear from the literature that the correctional school district
concept is gaining support among correctional educators,
however, its implementation has been slow. Also there seems
to be little agreement on its form or structure and on its location
in the state bureaucracy. (Wainwright, 1984, p. 22).
This heavy-seeming barrier, this artificial floor that looks like
rock, is like a bank of low dark clouds that seem to be a solid wall
before the sun. Its impenetrable appearance is wholly an illusion.
It gives way softly to the mountain tops that rise above it, and
has no power at all to hold back anyone willing to climb above
it and see the sun. It is not strong enough to stop a button’s fall,
nor hold a feather. Try but to touch it and it disappears; attempt
to grasp it and your hands hold nothing. (ACIM, 1975, vol. #1,
p. 368).
This Handbook… is a work in progress. It will inform interested
readers, but it is not complete. You can help to make it more complete by
recommending ideas or materials for inclusion. For example, if you are
aware of a state that has adopted the correctional school district structure
that is not addressed, or a report that was directed to the organizational
structure issue, you might recommend that it should be included in the
next edition.
The book has six chapters: (1) a summary series of the original
enabling legislation from states that includes analyses and the bills that were
passed, and various reports on the organization of correctional education;
(2) “how to” material on proposal writing in correctional education, with
program plan examples; (3) explanatory material on supervision and teacher
skills and characteristics; (4) a summary of the challenges of providing
appropriate programs for students with disabilities, (5) essays on the
recidivism issue; and (6) a note on program evaluations. The author believes
that most issues of correctional education leadership can be subsumed under
these six headings.
In this approach correctional education is teaching and learning
designed to interrupt patterns of asocial, nonsocial, or antisocial behavior—
and replace them with social behaviors—among students in contact with
the criminal or juvenile justice systems. Leadership is defined in the
broadest possible context, including instructional leadership, instructional
supervision, and administration. Readers who find merit in this approach,
and in the materials found in the text, may be interested in the parallel course
on Educational Change in Correctional Institutions. That course takes an
even broader approach, with a focus on prototypic changes to improve the
world in the classroom, school, and/or school system.
xi

To contact the author call (909) 537-5653 or write him at tgehring@
csusb.edu . Questions, comments, and recommendations about materials that
should be added will always be welcome.
Thom Gehring, Ph.D., Center for the Study of Correctional Education
California State University
San Bernardino, CA 92407
February 16, 2007
Dedication
This is dedicated to the one I love, Carolyn Eggleston.
xii