Prison Literacy: Implications for Program and Assessment Policy.

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CO-PUBUSHED SEPTEMBER 1993 BYTHE NATIONAL CENTER ON ADULT LITERACY ANDERIC CLEARINGHOUSE ON READING AND COMMUNICATION SKILLSNational Center on Adult Literacy3910 Chestnut SfreetPhiladelphia, PA 19104-3111The National Center on Adult Literacy (NCAL) was established in 1990 by the U.S.Department of Education, with co-funding from the Departments of Labor andHealth and Human Services. The mission of NCAL addresses three primarychallenges: (1) to enhance the knowledge base about adult literacy, (2) to improvethe quality of research and development in the field and (3) to ensure a strong, twowayrelationship between research and practice. Through applied research anddevelopment and dissemination of the results to researchers, policymakers andpractitioners, NCAL seeks to improve the quality of adult literacy programs andservices on a nationwide basis. NCAL serves as a major operating unit of the LiteracyResearch Center at the University of Pennsylvania.ERIC Clearinghouse on Reading and Communication Skills2805 East 10th Slreet, Suite 150Bloomington, Indiana 47408-2698ERIC (an acronym for Educational Resources Information Center) is a nationalnetwork of 16 clearinghouses, each of which is responsible for building the ERICdatabase by identifying and abstracting various educational resources, includingresearch reports, curriculum guides, conference papers, journal articles, andgovernment reports. The Clearinghouse on Reading and Communication Skills(ERIC/RCS) collects educational information specifically related to reading, English,journalism, speech, and theater at all levels. ERIC/RCS also covers interdisciplinaryareas, such as media studies, reading and writing technology, mass communication,language arts, critical thinking, literature, and many aspects of literacy.This publication was prepared with funding from the Office of EducationalResearch and Improvement, U.S. Department of Education, under contract no.RI88062001. Contractors undertaking such projects under government sponsorshipare encouraged to express freely their judgment in professional and technicalmatters. Points of view or opinions, however, do not necessarily represent theofficial view or opinions of the Office of Educational Research and Improvement.4
ACKNOWLEDGMEN TSOne of the hidden benefits of the research needed for adocument as demanding as this one is that you meet wonderfulpeople all over the country who are doing their jobs competently,who provide information willingly, and who are appreciative ofinterest in a topic that generally inspires fear, disgust, or agony.We found the people immensely helpful at the NationalInstitute of Justice, U. S. Department of Justice, NationalCriminal Justice Reference Service, Office of Justice Programs,Rockville, Maryland. Kathy Meyers and colleagues met ourevery request with dispatch and cordiality. Gerald Wong,Education Specialist in the Education Division of Justice, wasequally helpful.Other people interested in education in prisons and jails fromCalifornia to Virginia, from Boulder, Colorado, to Amherst,Massachusetts, were both willing and eager to contribute to whatthey perceived as a needed volume. We extend our heartfeltappreciation to all of the reviewers of the first versions of themanuscript, which were more than 500 pages long.Anita Aldrich, Professor Emeritus, Indiana University;Norman Brier, Robert F. Kennedy Center, New York; EmilyHeirick, Director, Literacy Services, Contact Center, Lincoln,Nebraska; Ronald Eagleye Johnny, Program Attorney, AcademicDepartment, National Judicial College, University f Nevada,Reno, Nevada; Sylvia McCollum, Education Administrator, U.S.Department of Justice, Federal Bureau of Prisons, Washington,DC; V. Robert Payant, Dean, National Judicial College, Universityof Nevada, Reno, Nevada; Samuel F. Saxton, Director, ThePrince Georges County Government, Department of Corrections,upper Marlboro, Maryland; Robert Waxier, English Department,University of Massachusetts, Dartmouth, Massachusetts; and GailZittell, Principal, Adult Education, Elk Grove Unified SchoolDistrict, Elk Grove, California.We early discovered that the research literature on priseliteracy is far more abundant and available than anyoneconnected with this project had suspected. We thank those whopersevered with us through the daunting tasks of 6.7:aminingmore than 3,000 separate published and unpublisheddocuments.5NATIONAL CENTER ON ADULT LITERACY
Page 1 and 2: DOCUMENT RESUMEED 363 729AUTHORTITL
Page 3: PRISON LITERACY:IMPUCATIONS FOR PRO
Page 7 and 8: project, his major effort at workin
Page 9 and 10: H. Implications for a Model Literac
Page 11 and 12: ABSTRACTAmerica, already with far m
Page 13 and 14: The results of study, and the revie
Page 15 and 16: A. STATEMENT OF THE PROBLEM:PUTTIN
Page 17 and 18: vocational training, and prison ind
Page 19 and 20: driver-instruction manual, grasp jo
Page 21 and 22: C. WHO ARE THE INCARCERATEDNEEDING
Page 23 and 24: habilitation is the purpose of inca
Page 25 and 26: Americans find themselves as inmate
Page 27 and 28: 72% of the prisons surveyed offered
Page 29 and 30: A most insightful study of "learnin
Page 31 and 32: numbers of inmates enrolled in thes
Page 33 and 34: D. THE BACKGROUND OFPRISON LITERACY
Page 35 and 36: vocational education towards post-r
Page 37 and 38: Two years later, Brockway attended
Page 39 and 40: By the 1960s, unevenness in prison
Page 41 and 42: that "a prisoner is not stripped of
Page 43 and 44: E. ILLITERACY AND CRIMINALITY:LITER
Page 45 and 46: indicated a range of abilities that
Page 47 and 48: Others similarly have uttered cavea
Page 49 and 50: Characteristics of Effective Litera
Page 51 and 52: F. THE PARADIGMS OF PRISONEDUCATION
Page 53 and 54: unreformed attitude among the priso
Page 55 and 56:
may be resolved, this human factor
Page 57 and 58:
educators, but, surely, the best th
Page 59 and 60:
6. THE COGNITIVE ELEMENTMoral reaso
Page 61 and 62:
In her most recent restatement of t
Page 63 and 64:
Thus whether one opts for student c
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on literacy education, teaching met
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libraries, though inmates were perm
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new jail is under construction tbat
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1. A LITERACY PROGRAM EDUCATES BROA
Page 73 and 74:
vocational education within a workp
Page 75 and 76:
Another reason to remove education
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not to self-efficacy, i.e., adaptiv
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4. A UTERACY PROGRAM IS COST-EFFEME
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corrections costs, increase offende
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until one is satisfied with the pro
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as a legal resource, use of bibliot
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counselors and teachers, but not if
Page 89 and 90:
skills. Besides computers, interact
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offer the promise of increased atte
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I. ASSESSMENT OF LEARNERS ANDEVALUA
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inconsistency, and unreliability, e
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expect attrition in the population
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ability, tests of learning potentia
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of prison-related authorities with
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Program evaluation and learner asse
Page 105 and 106:
APPENDIX A: CHECKLIST OF QUESTIONSF
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PARADIGMS (EXAMPLES OR MODELS) OF P
Page 109 and 110:
PROGRAMS (CONTINUED)No. Question Y.
Page 111 and 112:
IIIII1IIIIII1IIIIIIPROGRAMS (CONTIN
Page 113 and 114:
IIIIIII1IIIIIIIIIII-PROGRAMS (CONTI
Page 115 and 116:
IIIIIIIIIIIIIII1IIIPROGRAMS (CONTIN
Page 117 and 118:
1EDUCATIONAL STMF (CONTINUED)No. Qu
Page 119 and 120:
GOVERNANCENo. Owes lion Y. s No. Do
Page 121 and 122:
COMMUNICATIONS (CONTINUED)No. Quest
Page 123 and 124:
LIBRARIES (CONTINUED)No. Question Y
Page 125 and 126:
I1IIIIIIIIIIIITECHNOLOGY (CONTINUED
Page 127 and 128:
ASSESSMENT AND EVALUATION (CONTINUE
Page 129 and 130:
ASSESSMENT AND EVALUATION (CONTINUE
Page 131 and 132:
IiiIJAILS (CONTINUED)No. Ouostion Y
Page 133 and 134:
IIIPoucy (CONTINUED)No. Question Y.
Page 135 and 136:
POUCY (CONTINUED)No. Ouestion Yes N
Page 137 and 138:
POLICY (CONTINUED)No. Question Yes
Page 139 and 140:
APPENDIX B: AREAS IN NEED OFFURTHER
Page 141 and 142:
11. Determination of whether the ed
Page 143 and 144:
11 Holt V. Sarver (II) [309 F.Supp.
Page 145 and 146:
female, and their numbers have decl
Page 147 and 148:
community (Ryan, 1989); the Folloup
Page 149 and 150:
excellent auto mechanics and cosmet
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48 Hamm, 1988, p. 147; Oh lin, 1986
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and Correctional Education Associat
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citizens enjoyed, lending to each s
Page 157 and 158:
BIBLIOGRAPHYNote: Some of the items
Page 159 and 160:
Atteberry, J. W., & Tacker, A. B. (
Page 161 and 162:
the Rio de Janeiro penitentiary sys
Page 163 and 164:
Breed, A. (1981). Charge. Proceedin
Page 165 and 166:
(1983). Cataloo of Adult Education
Page 167 and 168:
Conrad, J. P. (1965). Crime and its
Page 169 and 170:
Decker, J. M. (1980). Inside prison
Page 171 and 172:
Dwyer, P., & Botein, M. (1974). The
Page 173 and 174:
Farrar, J. R. (1986). Achieving pri
Page 175 and 176:
Gehring, T. (1989, December). A cha
Page 177 and 178:
Greenwood, P. W. (1988). Correction
Page 179 and 180:
Helgeson, M. E., & Hisama, T. (1982
Page 181 and 182:
177). Ithaca NY: Cornell University
Page 183 and 184:
Ketterling, M. E. (1970). Rehabilit
Page 185 and 186:
Lee, R., & Haynes, N. (1980). Proje
Page 187 and 188:
Lucas, G. S. (1985). Volunteer comm
Page 189 and 190:
McCollum, S. (1978, Special Issue).
Page 191 and 192:
Mil lot, K. (1982). Higher educatio
Page 193 and 194:
Nordwall, A. (1974). Need for educa
Page 195 and 196:
Pendleton, E. P. (1988, June). Stud
Page 197 and 198:
(1978). Prisoner education. A selec
Page 199 and 200:
Reynolds, J. (1982). Incarcerated s
Page 201 and 202:
Rutherford, R. B., Jr. (1988, Summe
Page 203 and 204:
Seashore, M. J., Haberfeld, S., Irw
Page 205 and 206:
Stevens, R. D. (1986, October). The
Page 207 and 208:
Traynelis-Yurek, E., & Giacobbe, G.
Page 209 and 210:
Institute of Justice, National Crim
Page 211 and 212:
Wolford, B. (1983a). Correctional e
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