Prison Literacy: Implications for Program and Assessment Policy.

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TABLE OF CONTENTSAcknowledgmentsTable of ContentsPrefaceAbstractA Reader's GuideviiixxiiiA. Statement of the Problem: Putting America'sIlliterates Behind Bars 1B. What the Statistics Do and Do not Tell Us 5C. Who Are the Incarcerated Needing LiteracyInstruction? 91. The Educationally Disadvantaged 92. African-Americans 103. Hispanics 114 Native-Americans 125. Women 136. The Educationally Disabled 16D. The Background of Prison Literacy 211. A History of Reform and Rehabilitation 212. Public Policy since "the Great Society" 28E. Illiteracy and Criminality: Literacy is a Way Out 311. Recidivism, Education, and the Adult Offender 332, "Nothing Works" 343. Education Works 35F. The Paradigms of Prison Education 391. The Punishment Paradigm 402 The Education Paradigm 433. Moral Education 454 Democratic Self-Rule in the "Just Community" 455. The Humanities Component 466. The Cognitive Element 477. Andragogy 49G. Literacy Programs in Prisons and Jails 531. State-of-the-Art Reports 532 Local Jails 55NATIONAL CENTER ON ADULT LITERACY
H. Implications for a Model Literacy Program inPrisons and Jails 591. A Literacy Program Educates Broadly 602. A Literacy Program Is Governed for the Sake of theLearners 613. A Literacy Program Makes Prison Life More Livable 644 A Literacy Program Is Cost-Effective 685. A Literacy Program Improves the Quality of Life 706. A Literacy Program Has a New-Reader's Library 737. A Literacy Program Makes Appropriate Use ofEducational Technology 768. A Literacy Program Is the Right Thing to Do 80I. Assessment of Learners and Evaluation ofPrograms 831. Assessment and Evaluation Defined 832. Limits to Research 843. Limits to the Tests 874 Approaches to Assessment5. Approaches to Evaluation: How to Assess forSuccess in a Prison Program 92Appendix AChecklist of Questions for Those Who ProvideLiteracy Instruction in Prisons and Jails 95Paradigms (Examples or Models) of Prison Education 95Programs 98Educational Staff 105Governance 109Communications 110Resources, Libraries, and Technology 111ResourcesFacility and Materials 111Libraries 112Technology 113Assessment and Evaluation 116Jails 119Policy 122Appendix BAreas in Need of Further Study 129Endnotes 133Bibliography 149viTECHNICAL REPORT TR93-19
Page 1 and 2: DOCUMENT RESUMEED 363 729AUTHORTITL
Page 3 and 4: PRISON LITERACY:IMPUCATIONS FOR PRO
Page 5 and 6: ACKNOWLEDGMEN TSOne of the hidden b
Page 7: project, his major effort at workin
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
Page 65 and 66:
on literacy education, teaching met
Page 67 and 68:
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
Page 77 and 78:
not to self-efficacy, i.e., adaptiv
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4. A UTERACY PROGRAM IS COST-EFFEME
Page 81 and 82:
corrections costs, increase offende
Page 83 and 84:
until one is satisfied with the pro
Page 85 and 86:
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
Page 91 and 92:
offer the promise of increased atte
Page 93 and 94:
I. ASSESSMENT OF LEARNERS ANDEVALUA
Page 95 and 96:
inconsistency, and unreliability, e
Page 97 and 98:
expect attrition in the population
Page 99 and 100:
ability, tests of learning potentia
Page 101 and 102:
of prison-related authorities with
Page 103 and 104:
Program evaluation and learner asse
Page 105 and 106:
APPENDIX A: CHECKLIST OF QUESTIONSF
Page 107 and 108:
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
Page 151 and 152:
48 Hamm, 1988, p. 147; Oh lin, 1986
Page 153 and 154:
and Correctional Education Associat
Page 155 and 156:
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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