RECIDIVISM AND EDUCATIONAL PROGRAMS Introductio

RECIDIVISM AND EDUCATIONAL PROGRAMS

The purpose of this paper is to discuss the effects of educational programs designed for inmates on recidivism. To this end, the paper examines various kinds of programs including: adult basic education programs; vocational programs; psychoeducational programs; and college level programs. Following an examination of the general effectiveness of these programs with respect to recidivism, the paper develops a set of conclusions regarding; a) the relationship between recidivism and the successful completion of educational programs; and b) the type of programs that appear to be particularly well-suited to the transitory nature of the jail population.

Recidivism and Adult Basic Education Programs

One of the more established findings in the recidivism literature is that inmates are far more likely to recidivate if their educational skills are low. For example, it has been found that for both incarcerated adolescents and young adults' recidivism rates can be predicted by several factors, one of which is deficits in basic skills, especially math skills.

Other predictors of recidivism include: age of first offense, length of incarceration, gang affiliation, type of crime committed and the existence of a special education background (Katsiyannis & Archwamety, 1997). Moreover, even among probationers, studies have shown that those without a high school education or even a GED have at least double the rearrest rates of those

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ing (OJT), and college-level programs. Based on the Wide Range Achievement Test reading scores, less than 19 percent of the inmates read at the twelfth-grade or higher level. The Department of Corrections provided programs to upgrade these deficit academic skills prior to vocational enrollment; moreover, the program also upgraded academic skills concurrently with enrollment in vocational programs. Vocational-technical education consisted of classroom laboratories and on the job training programs, and programs were offered in 35 general work/career areas. In the Georgia study, adult correctional vocational education programs were reviewed relative to two criteria useful in assessing vocational education programs; these were employability and the ability to make an adequate wage. Yearly audits data were used to gather information on program needs, quality of instruction, and curriculum changes that have occurred. While the results of the study showed that many of the vocational programs were associated with reductions in recidivism, a number of challenges for corrections education were identified. These challenges included: security, a great deal of variance in programming, bed availability, transfers, workers for Correc

Category: Psychology - R