prison education argumentative essay

Why Should We Care About Education in Prison?

Under a darkened sky, raindrops drew trails across my skin and onto the concrete pavement as I walked towards the entrance of a large building resembling a school. The words Montgomery County Correctional Facility (MCCF) were emblazoned across the face of the building. As part of my honors seminar assignment, my class visited this facility to physically see what we were learning about in class. I was quite surprised about the tour; this facility looked nothing like what I had expected --- dull, gray cells and dirty walls and floors. Inside, I walked along wide, clean hallways. To my right, fifteen young men in green uniforms were escorted one-by-one out of a room. It was the end of class. To my left, I noticed that through the window a class in session. Vivid posters displaying words of encouragement littered the classroom walls. One student raised his hand and muttered words I could not comprehend, but the instructor nodded his head approvingly with a smile. One of the management leaders, Mr. Henry, explained that the facility put a great deal of emphasis on education and other rehabilitation programs. These programs helped inmates get their minds off criminal behavior and do something productive while serving their sentences. My classmate who was skeptical about the incorporation of education immediately expressed his sentiments: “But I thought these inmates were being punished for their crimes, not given the priority to receive education while some other people in the world have no access to education.” Even today, people share different perspectives about education in prison, leading to arguments about whether it is something that should be enforced or disregarded. Besides the debate about these programs’ practicality, the money and resources needed for these prisoners to receive an education also creates conflict amongst different social and political groups. Thus, it is important to consider the issue of implementing academic and vocational education in prison.

Just like many of the inmates in the Montgomery County Correctional Facility, many prisoners have little or no educational background. According to a study in 1997 by Caroline Wolf Harlow, around 41% of State and Federal prison inmates have not finished high school or its equivalent. Additionally, passing the GED (General Educational Development) test was the highest level of education attained for about 25% of State prison inmates and 20% of Federal inmates. Over 9 in 10 State prisons and all Federal prisons provided educational programs for their inmates. Basic education includes classes teaching basic skills such as arithmetic and reading. Secondary education programs consist of the most common courses that aim to prepare for the GED. Vocational training, which is present in 56% of State prisons and 94% of Federal prisons, helps people to learn specific skills required for a job. About 33% of State and Federal prison inmates participated in vocational training in order to learn certain job skills, and around 25% of prison inmates took high school level classes (Harlow 1-4).

 Various studies conducted on Career and Technical Education (CTE) programs, also known as vocational programs, in different prisons came up with conflicting conclusions. This signified that it is not really clear whether these programs are actually beneficial. The Prison Education Research Project (PERP) involved in a study reported that the programs lowered the rate of recidivism and saw a trend in better post release employment patterns. Additionally, there were fewer arrests following their release as opposed to the inmates who did not participate in CTE programs. A study by Saylor and Gaes reported that the prisoners who received this education while still incarcerated broke fewer rules, were more likely to complete their stays in halfway houses, and were more likely to have their paroles revoked. Also, they showed a better chance of being employed (Ward 193-194).

However, some studies that researched on the effects of the same CTE programs showed opposite results: education had little to no effect on the recidivism rates of educated prisoners. From the 1967 Martinson Report, which is one of the very few studies conducted, the researchers only found a correlation between CTE and a lower recidivism rate when a person found a job that was related to his or her area of training. Skill-based training that was offered in prisons did not prepare the prisoners for the skills needed outside of prison. Another study in 1997 saw that inmates who graduated from CTE programs in Oklahoma actually had recidivated earlier than those who did not participate in these education programs (Ward 195). Thus, inmates may still be prone to returning back to prison, even if educated. 

Besides the conflicting results of these studies about the possible benefits of inmate education, another problem that arises from educating these prisoners is: how can we afford to provide these programs in prisons? According to the article “Push to Expand Book-Learning Behind Bars,” funding and staffing for educational programs could not keep up with the significant increase in prison populations throughout the 1990s. An inmate population today of around 160,000 would have about 600 teachers in the prison education system. However, 15 years ago, an inmate population of 30,000 would have had 800 teachers. In 1994, many inmates were restricted from receiving the Pell grant to pursue college degrees because of the high costs (Van Slambrouk 3). In Maryland, the cost to keep one prisoner behind bars is around $20,000. Additionally, the Maryland Department of Education allocates between $11 million and $12 million for inmate education programs each year (Stockwell M08). These numbers vary from state to state. Nonetheless, the staggering amount of money needed to support education programs in addition to the cost of keeping a person in jail strongly suggests why it is a struggle to afford these programs.

When regarding the issue of education in prison, one must also keep in mind the multiple perspectives on how education in prison is viewed. Some people oppose education in prison, while others strongly support it. The meaning of success for the incarcerated may be defined differently by prisoners versus prison teachers or researchers. In general and in accordance to many studies, “success” means lower rates of recidivism, lower parole revocation patterns, and an improvement in institutional disciplinary records (Ward 193). One particular ex-prisoner, Tim Terry, was part of the Palmetto prison’s GED program and earned his diploma. After his release, he organized four different programs in South Carolina because he was motivated to help other prisoners to get a new start. His way of “success” was starting a new life and helping other ex-prisoners to go on that same path (Barnett 3A). On the other hand, the meaning of success may be different for prison instructors. Robert Gordon, a prison teacher in Washington State, believed that success lies in the actual knowledge of the incarcerated. Since educational programs were being eliminated after he taught at the Washington Corrections Center in Shelton, there were many inmates who would have received an education but could not. Thus, inmates were lacking “marketable skills, confidence, and an expanded sense of possibilities” that they could have acquired while receiving education (Gordon 9).  Personal accounts of the effects of educational programs in prison give a deeper perspective of how one can utilize the skills and knowledge learned in many ways.

In contrast to the perspectives of Gordon and Terry, some people, such as the student in my honors class, believe that prisoners are locked up for only one reason: to be punished for a crime they committed. Ted Deeds, an officer of the Law Enforcement Alliance of America, stated, “We should not be spending more money for touchy-feely programs when we don’t have enough money right now for actual brick and mortar prisons and bed space” (qtd. in Barnett 3A). He believes money should be spent first on creating more space in prisons to prevent overcrowding rather than be spent on “accessories.” Senator Kay Bailey Hutchinson from Texas argues, “Prisons exist for the protection of society, not the comfort and convenience of criminals” (Katel 296). In other words, she believes prison should be a place for punishment and not a place for criminals to have the opportunity to be educated.

Ultimately, are these education programs worth funding for and keeping? After all, it all comes down to morality: Should we solely lock up prisoners to punish them for their criminal behavior? Or should we give these prisoners the opportunity to be educated which may positively and significantly change the course of their futures?

Bibliography

Barnett, Ron. “Incarcerated Getting Education; Programs Aim to Prepare Inmates for Life Outside and Keep Them From Coming Back.” USA Today 25 September 2008: 3A. LexisNexis Academic News. Web. 27 March 2010.

Gordon, Robert Ellis. “My Life as a Prison Teacher.” Christian Science Monitor 12 March 2001: 9. LexisNexis Academic News. Web. 31 March 2010.

Harlow, Caroline Wolf. Education and Correctional Populations. Washington: U.S. Dept. of Justice, Office of Justice Programs, Bureau of Justice Statistics, January 2003. Web. 28 March 2010. <http://webharvest.gov/peth04/20041023193601/http:/www.ojp.usdoj.gov/bjs/pub/pdf/ecp.pdf>

Katel, Peter. “Prison Reform.” CQ Researcher 6 April 2007: 295-297.Web. 28 March 2010. <http://library.cqpress.com/cqresearcher/cqresrre2007040600>

Linton, John. “United States Department of Education Update.” Journal of Correctional Education 60.2 (June 2009): 92-95. Academic Search Premier. Web. 28 March 2010.

Stockwell, Jamie. “Study Finds Value in Educating Prison Inmates.” Washington Post 16 November 2000: M08. LexisNexis Academic News. Web. 27 March 2010.

Van Slambrouck, Paul. “Push to Expand Book-Learning Behind Bars.” Christian Science Monitor 15 September 2000: 3. LexisNexis Academic News. Web. 27 March 2010.

Ward, Shakoor A. “Career and Technical Education in United States Prisons: What Have We Learned?” Journal of Correctional Education 60.3 (September 2009): 191-200. Academic Search Premier. Web. 27 March 2010.

Articles copyright © 2024 the original authors. No part of the contents of this Web journal may be reproduced or transmitted in any form without permission from the author or the Academic Writing Program of the University of Maryland. The views expressed in these essays do not represent the views of the Academic Writing Program or the University of Maryland.

Should Prisoners Be Given the Opportunity to Get an Education? Essay

The issue of prison inmates being allowed to take college classes has over the years sparked a lot of controversy. In this report it the benefits that can be accrued from allowing prisoners to take college classes will be detailed and a conclusion drawn from the discussion.

These benefits include the fact that that access to education is a human right that everybody is subject to irrespective of their current social situation.

Providing inmates with education opportunities will also serve to reinforce the notion that prisons are intended for character reform and not punishment aside from providing proper time usage. Certificates earned are also important in the inmates’ life after prison. This essay seeks to illustrate that college classes for inmates are extremely beneficial and that they should definitely be allowed.

Human rights as stated by conventions by the United Nations convention for human rights (UNCHR) cover each and every individual regardless of their situation. Prisoners are no different and as such are subject to the clause that allows all persons the freedom to access and gain knowledge should they develop the interest. Therefore denying prisoners the chance to take college classes is basically a breach of one of their basic human rights.

Prisons are generally seen as punishment to law breakers by the state. However, a deeper look into the concept behind imprisonment reveals that prisons are meant to reform the characters of offenders so that they can be better individuals once they are released back to the public.

This in essence means that whilst imprisonment may legally deny an individual the right to freedom, the time that the person spends in jail can be well used to reform the character of the individual as well as give him life skills that will keep him/her away from the world of crime once they are released.

Once individuals are released from prison, they are expected to continue with their lives as usual. This basically entails getting jobs and picking up from where they left when they were arrested. A college certification will increase the chances for any individual to secure meaningful employment.

College classes can also serve to increase an individual’s creativity to the extent that if they cannot get jobs on account of their criminal records, they can start successful businesses. It is not uncommon for persons to publish best-seller books while in prison and for others to come out as powerful motivation speakers.

When an individual is imprisoned for a number of years, this can be seen as time wasted. However, because a person’s commitments are reduced as his/her daily needs are taken care of by the state. The individual can therefore choose to use this time meaningfully, so that by the time he/she lives prison he can count that as a time-out taken to gain certification.

In this regard, the time that individuals spend taking college classes while in prison is therefore generally time well spent and this will reflect well on their personal growth as they will channel thoughts of revenge to their books.

Individuals who gain college certification while in prison can come out to secure decent jobs and start earning better livelihoods away from crime. This can have a positive effect in society in general since their former colleagues in criminal activities may end up gaining the motivation to earn academic certifications and totally abandon acts of crime.

Some individuals have gained theological degrees while in prison and they emerge as powerful preachers and counselors. Such individuals once released the first place they are expected to carry out their practice is in their former criminal world. It is much easier for a reformed gang member to convince other gang members to move over to clean livelihoods.

In conclusion, it is worth noting that prison should not only be regarded as a way for punishing errant individuals. It should rather be seen as a method for betterment of a person to such an extent that after prison he/she can proceed to lead a clean life.

Other benefits that can accrue from providing inmates with chances for college education include the fact that it will be a show of unequivocal respect for all human rights aside from reformed inmates serving as change models for other criminals in society.

This essay has demonstrated that attending college classes while in prison is beneficial to the development of the person as a whole and these classes should therefore be encouraged.

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IvyPanda . 2020. "Should Prisoners Be Given the Opportunity to Get an Education?" July 21, 2020. https://ivypanda.com/essays/reasons-why-prison-inmates-should-be-allowed-to-take-college-classes/.

1. IvyPanda . "Should Prisoners Be Given the Opportunity to Get an Education?" July 21, 2020. https://ivypanda.com/essays/reasons-why-prison-inmates-should-be-allowed-to-take-college-classes/.

Bibliography

IvyPanda . "Should Prisoners Be Given the Opportunity to Get an Education?" July 21, 2020. https://ivypanda.com/essays/reasons-why-prison-inmates-should-be-allowed-to-take-college-classes/.

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Prison Studies Project

Teaching, Research and Engagement

Why Prison Education?

“Prison education is a means of rehabilitating and re-directing. If you release someone with the same skills with which she came in, she’s going to get involved in the same activities as she did before.” – Marymount Bedford Hills Program student

The Higher the Degree, the Lower the Recidivism Rate

Studies conducted over the last two decades almost unanimously indicate that higher education in prison programs reduces recidivism and translates into reductions in crime, savings to taxpayers , and long-term contributions to the safety and well-being of the communities to which formerly incarcerated people return.

Recent research on prison education programs presents discouraging statistics on the current recidivism rate. The Institute for Higher Education Policy (IHEP) reported in 2011 that nearly 7 in 10 people who are formerly incarcerated will commit a new crime, and half will end up back in prison within three years. Given that about 95 out of every 100 incarcerated people eventually rejoin society, [1] it is crucial that we develop programs and tools to effectively reduce recidivism.

Prison education is far more effective at reducing recidivism than boot camps, “shock” incarceration or vocational training, according to the National Institute of Justice. [2] In 2001, the Correctional Education Association’s “Three State Recidivism Study” quantified this reduction, demonstrating that correctional education lowered long-term recidivism by 29 percent. [3]

A 2005 IHEP report cites yet higher numbers, reporting that recidivism rates for incarcerated people who had participated in prison education programs were on average 46 percent lower than the rates of incarcerated people who had not taken college classes. The same report examined 15 different studies conducted during the 1990s and found that 14 of these showed reduced long-term recidivism rates among people who had participated in postsecondary correctional education. [4]

The vast majority of people in U.S. prisons do not have a high school diploma. A high correlation exists between the level of education attained by an incarcerated person and his or her recidivism rate. The American Correctional Association has reported that in Indiana the recidivism rate for GED completers is 20 percent lower than the general prison population’s rate, and the recidivism rate for college degree completers is 44 percent lower than the general population’s. [5] In other words, the higher the degree earned, the lower the recidivism rate.

Increased Employment, Reduced Recidivism

This inverse relationship between degree level and recidivism rate is not surprising. According to a 2009 report from the Correctional Association of New York, a college education has become one of the most valuable assets in the United States; a bachelor’s degree is worth more than $1 million in lifetime earnings. [6] Thus the presence (or absence) of a degree has far-reaching implications for the employment opportunities available to formerly incarcerated people reintegrating into society. Gainful employment is one of the defining characteristics of successful reentry, and successful reentry and readjustment into society ultimately lower the likelihood of an individual reverting back to illegal activity. “College education helps one to get a job and therefore transition more easily to the outside.” – Marymount Bedford Hills Program student Today, an estimated 2.3 million people are incarcerated in the United States. Taken together, states spend over $52 billion annually on corrections and related activities. [7]

According to the Bureau of Justice Statistics, the average annual operating cost per incarcerated person in 2001 was $22, 650. [8] The annual spending per student for a standard state university such as the State University of New York (SUNY) is below $8, 000. [9] In short, there is a significant cost difference between corrections and education spending.

Currently, only approximately 6 percent of corrections spending is being used to pay for all prison programming, including educational programs. A 50-state analysis of postsecondary prison education concludes that “even if educational programs are expanded, their per-prisoner cost is far less than the total cost of incarceration.” [10]

Long-Term Cost-Efficiency: Recidivism’s Cost-Cutting Effects

The high cost of correctional spending is exacerbated by an astonishingly high national recidivism rate of 67.5 percent, [11] which significantly contributes to the increasing prison population. By reducing recidivism, prison education has the far-reaching potential of reducing the entire scale of the prison population and, thus, prison costs.

A study by the Department of Policy Studies at the University of California at Los Angeles found that “a $1 million investment in incarceration will prevent about 350 crimes, while that same investment in [correctional] education will prevent more than 600 crimes. Correctional education is almost twice as cost effective as incarceration.” [12] Post-secondary education also yields multiple public benefits, including greater societal productivity, increased tax revenue and decreased reliance on governmental support. [13] In a 2005 IHEP survey, more people with a high school diploma reported receiving public assistance in every state than did those with a bachelor’s degree, and in 28 states no one with a bachelor’s degree reported receiving public assistance in the prior year. [14] “Prison higher education programs can be a cost-effective investment of taxpayer dollars.” [15]

Violence Reduction

Directors of prison education programs often report noticeable improvement in general prison conduct and discipline. One director in New York state noted that disciplinary infractions declined among his students during the course of a semester; another described how incarcerated students policed themselves out of fear of permanently losing their prison education program. A 2009 report concludes that “changes in behavior can be attributed to improved cognitive capacity as well as to the incarcerated person having the opportunity to feel human again by engaging in an activity as commonplace as going to classes.” [16]

“It occurred to me that at San Quentin the power of education had actually changed the culture within the prison. This is unheard of anywhere else in the California prison system.” – Chrisfino Kenyatta Leal, 2011 valedictorian of the Prison University Project

Survey results from an Indiana prison in the 1990s showed that incarcerated people who were enrolled in college classes committed 75 percent fewer infractions than incarcerated people who were not enrolled. A more recent study demonstrates that postsecondary correctional education programs can break down the racial barriers that are a common cause of disciplinary problems in the prison setting. [17]

The Correctional Association of New York finds that “the prison officials have often recommended reinstating college programs because of their multiple benign effects: providing an incentive for good behavior; producing mature, well-spoken leaders who have a calming influence on other [incarcerated people] and on correction officers; and communicating the message that society has sufficient respect for the human potential of incarcerated people.” [18]

Positive Effects on Children Whose Parents Are Incarcerated

“I believe education can mean the difference between a life of crime and a productive life. My educational level can influence whether my twin sons aspire to be criminals or whether they have the self confidence to pursue occupations that challenge their minds.” – Gregory Brown, Hudson Link student

The number of children affected by their parents’ incarceration is significant: In the first decade of the twenty-first century, more than half of all people behind bars had minor children at the time of their incarceration. Most incarcerated parents had lived with their children prior to incarceration and expected to be reunited with them upon release. A college education has far-reaching capacity to set a good example for these children. A study of the Bedford Hills College Program found that children of the women enrolled in the prison college program expressed pride in their mothers’ academic achievements, were inspired to take their own education more seriously and were more motivated to attend college themselves. [19]

Moreover, many studies demonstrate that postsecondary prison education programs offer a chance to break the intergenerational cycle of inequality. When children are inspired by their parents to take education more seriously, they too begin to see viable alternatives to dropping out of school and entering a life of crime, thus breaking a harrowing cycle of intergenerational incarceration.

“The more opportunities we in prison have to learn to value education and see possibilities for ourselves, the greater the chance we will break the cycle of incarceration not just for ourselves but for future generations to come.” – Chrisfino Kenyatta Leal, 2011 valedictorian of the Prison University Project

[1] Laura E. Gorgol and Brian A. Sponsler, “Unlocking Potential: Results of a National Survey of Postsecondary Education in State Prisons,” Institute for Higher Education Policy, 2011

[2] Lawrence W. Sherman et. al, “Preventing Crime: What Works, What Doesn’t, What’s Promising,” National Institute of Justice, 1998

[3] Stephen Steurer, Linda Smith, and Alice Tracy, “Three State Recidivism Study,” Correctional Education Association, 2001

[4] Wendy Erisman and Jeanne Bayer Contardo, “Learning to Reduce Recidivism: A 50-State Analysis of Postsecondary Correctional Education Policy,” Institute for Higher Education Policy, 2005

[5] Stephen Steurer, John Linton, John Nally, and Susan Lockwood, “The Top-Nine Reasons to Increase Correctional Education Programs,” Corrections Today , 2010.

[6] Correctional Association of New York, “Education from the Inside Out: The Multiple Benefits of College Programs in Prison,” 2009.

[7] Laura E. Gorgol and Brian A. Sponsler, “Unlocking Potential: Results of a National Survey of Postsecondary Education in State Prisons,” Institute for Higher Education Policy, 2011.

[8] James J. Stephen, “State Prison Expenditures 2001.” Bureau of Justice Statistics, 2001.

[9] Correctional Association of New York, “Education from the Inside Out: The Multiple Benefits of College Programs in Prison,” 2009.

[10] Wendy Erisman and Jeanne Bayer Contardo, “Learning to Reduce Recidivism: A 50-State Analysis of Postsecondary Correctional Education Policy,” Institute for Higher Education Policy, 2005.

[11] Bureau of Justice Statistics, “Reentry Trends in the U.S.,” Bureau of Justice Statistics, 1994.

[12] A. Bazos and J. Hausman, “Correctional Education as a Crime Control Program,” Los Angeles: UCLA School of Public Policy and Social Research, 2004.

[13] Institute for Higher Educatoin Policy, “The Investment Payoff,” Institute for Higher Education Policy, 2005.

[14] Wendy Erisman and Jeanne Bayer Contardo, “Learning to Reduce Recidivism: A 50-State Analysis of Postsecondary Correctional Education Policy,” Institute for Higher Education Policy, 2005.

[16] Correctional Association of New York, “Education from the Inside Out: The Multiple Benefits of College Programs in Prison,” 2009.

[17] Wendy Erisman and Jeanne Bayer Contardo, “Learning to Reduce Recidivism: A 50-State Analysis of Postsecondary Correctional Education Policy,” Institute for Higher Education Policy, 2005.

[18] Correctional Association of New York, “Education from the Inside Out: The Multiple Benefits of College Programs in Prison,” 2009.

[19] Wendy Erisman and Jeanne Bayer Contardo, “Learning to Reduce Recidivism: A 50-State Analysis of Postsecondary Correctional Education Policy,” Institute for Higher Education Policy, 2005

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Reversing the “School-to-Prison Pipeline”? Part 3: Examining the Impact of Prison Education

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July 1, 2023 by Jacob Israel Chilton

The Promise of Prison Education

If the goal is to reduce incarceration levels without increasing the risk of recidivism, the RAND Corporation argues that prison education programs are the best answer: “Prisoners who participate in education programs have a 43% lower chance of being reincarcerated than those who do not, and for every dollar spent on prison education, the government saves four to five dollars on the costs of reincarceration.”   Dr. Stanley Andrisse, assistant professor of endocrinology at Howard University and executive director of Prison to Professionals (P2P), an organization that mentors incarcerated people through prison education programs and after returning from imprisonment, breaks down recidivism rates even more:

“Three-fourths of people that step out of prison end up going back to prison between 1 [and] 5 years. Just stepping foot on college campus drops the recidivism rate—or chances of going back to prison—into the teens. If someone gets a bachelor’s degree, it drops it down to 5%. A master’s degree or higher, less than 1%. So … education is the most powerful tool to help people stay out of prison. … [P2P is] using it as a vehicle to help people see they can do something that brings purpose to their lives and value to the world.” 1

P2P is active in 34 states and enrolls around 100 people per year. It has a “90% success rate of connecting people to colleges and employment,” attributing the extraordinary success rate to the “family and network of support” provided by P2P, the kind of support some currently and formerly incarcerated people rarely if ever experienced in their lives before entering prison. P2P aims, among other things, to provide the sense of hope and self-worth that the “school-to-prison pipeline” damages.

WATCH : “Dr. Stanley Andrisse Discusses Journey From Prison Cell to PhD,” from Black News Tonight

Dr. Andrisse, the author of From Prison Cells to PhD: It’s Never Too Late to Do Good , speaks from deep personal experience. 2 He himself was incarcerated for drug crimes as a young adult and saw for himself both the dehumanizing effects of life inside prison and the empowerment offered by education. Challenging himself intellectually gave him a means of remaining positive and a form of mental freedom while incarcerated, and he credits this—along with “pro-social connections” to the outside, “such as prison visits, phone calls, and letters with positive people”—with keeping his “mind out of prison.” 3 But accessing educational materials was extremely challenging for Dr. Andrisse while he was incarcerated, despite his relentless effort to continue his education inside of prison. And while he had support from those on the outside, who helped him through the complicated process of applying to multiple colleges, there was no mentorship and no prison education program available inside.

The Rise of Mass Incarceration and the Defunding of Prison Education Programs

Criminal justice scholars largely point to the War on Drugs as the origin of mass incarceration. 4 But many also point to the Violent Crime Control and Law Enforcement Act of 1994, signed by President Bill Clinton, as a major flashpoint in the rise of incarceration rates. 5 In addition to harsher sentencing and other contributors to mass incarceration, the 1994 crime bill “stripped incarcerated students of Pell Grant eligibility, making a college education practically unattainable. In the following years, the number of prison education programs quickly shrank, from 772 programs in the early 1990s to only eight in 1997.” 6  At the same time that criminal justice policies increased the number of people being incarcerated, the lack of prison education funding meant that those who were incarcerated lacked access to one of the most promising paths to get out—and stay out—of prison.

But there are some who feel it is unfair to give free college tuition to people who have been convicted of a crime, when so many others are unable to access a college education without going into significant debt. Some students who want to go to college get rejected because their grades aren’t good enough. Others don’t have the money to pay for classes, and they don’t want to have substantial student debt to manage afterward. Allowing someone who broke the law to get a benefit that those who kept to the rules do not receive sends the wrong message to some people about society’s priorities. 7

Others, however, point to the cost-saving investment of using tax dollars to pay for prison education programs, due to their potential to dramatically reduce recidivism rates. The Brookings Institution reports that “for every $1 spent on correctional education, $4 to $5 are saved on reincarceration costs.” 8

Rebuilding the Prison-to-School Pipeline

Funding for prison education programs is beginning to return, prompted in part by moving narratives showing the transformative impact of prison education programs, such as the Emmy-nominated documentary series College Behind Bars , and by recent findings showing a correlation between prison education and dramatically reduced recidivism rates, such as those collected in Dr. Andrisse’s recent book. Under President Barack Obama’s 2015 Second Chance program, 12,000 Pell Grants were made available to students in prison. 9 A bipartisan bill—the Free Application for Federal Student Aid (FAFSA) Simplification Act—signed by President Donald Trump in 2020 permanently reinstated the availability of Pell Grants to confined or incarcerated people. 10 This will ”make approximately 463,000 people in prison eligible for free college courses.” 11

With renewed Pell Grant funding, programs such as the Goucher Prison Education Partnership (GPEP)—started in 2012 without federal funds and supported initially by private philanthropy only—will likely be able to serve even more incarcerated students. Half of these students are men at the Maryland Correctional Institute at Jessup, the other half are women at the Maryland Correctional Institute for Women. GPEP was one of 67 schools to receive limited funding through the Second Chance pilot program, but it still got only 20-25 percent support from Pell Grants, relying on philanthropy, private grants, and in-kind support from Goucher (office space, phone lines) for the other 75-80 percent. More than 300 students have taken at least two semesters of courses through GPEP, with up to 130 students enrolled currently. 12

LISTEN : Eliza Cornejo interviewed by Harriet Hendel for Pursuing Justice

If we want to reduce incarceration rates, and do so in a way that is both sustainable and safe, there is a growing number of people who advocate reversing the school to-prison pipeline and creating a “prison-to-school pipeline.”

Renewed Pell Grant eligibility for incarcerated people goes into effect July 1, 2023.

Discussion Questions

• Should the federal government invest more in prison education programs? Why or why not?
• Is it fair or unfair for incarcerated people to get free college courses? Should free college options be available to everyone, regardless of one’s background?
• This three-part series is about reversing the school-to-prison pipeline, but can you think of a way to preventing incarceration in the first place? How do we keep young people from entering the criminal-legal system at all?

Related Posts

• What Do “Defund the Police” and “Police Abolition” Mean? And What Do They Not Mean?
• Criminal Justice Reform: The First Step Act
• Should Public College Be Free?
• The Debate Over School Resource Officers and the #CounselorsNotCops Campaign

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[1] andrisse, stanley. interview conducted by kristi piehl for flip your script podcast. “dr. stanley andrisse: from prison cells to phd: it’s never too late to do good.” https://open.spotify.com/episode/3mhrysuqwwtcjvji3miflpsi=gi4-vnursh-nitexphqg-w, [2] andrisse, stanley. from prison cells to phd: it is never too late to do good . pilot hill press. 2021., [3] andrisse, stanley. from prison cells to phd: it’s never too late to do good. post hill press, 2021., [4] alexander, michelle. the new jim crow: mass incarceration in the age of colorblindness . the new press. 2010., [5] “the federal crime bill did not trigger mass incarceration, but it certainly encouraged mass incarceration to grow even further.” ofer, udi. “how the 1994 crime bill fed the mass incarceration crisis.“ 4 jun. 2019. https://www.aclu.org/news/smart-justice/how-1994-crime-bill-fed-mass-incarceration-crisis, [6] martinez-hill, juan, and ruth delaney. “incarcerated students will have access to pell grants again. what happens now” vera institute of justice. 4 mar. 2021. https://www.vera.org/news/incarcerated-students-will-have-access-to-pell-grants-again-what-happens-now#:~:text=the%201994%20crime%20bill%20stripped,to%20only%20eight%20in%201997., [7] https://connectusfund.org/18-big-pros-and-cons-of-education-for-prisoners, [8] https://www.brookings.edu/articles/the-societal-benefits-of-postsecondary-prison-education/, [9] usa today : https://www.usatoday.com/story/news/politics/2016/06/24/pell-grants-prisoners-obama-give-inmates-second-chance-college/86312598/, [10] https://fsapartners.ed.gov/knowledge-center/library/electronic-announcements/2023-04-18/invitation-participate-revised-second-chance-pell-experiment-under-experimental-sites-initiative, [11] https://www.prisonpolicy.org/blog/2019/08/22/college-in-prison/, [12] cornejo, eliza. interview by harriet hendel for pursuing justice. https://tunein.com/podcasts/news–politics-podcasts/pursuing-justice-p1413425/topicid=219619526, leave a reply cancel reply.

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Give Prisoners A Free Education Argumentative Essays Examples

Type of paper: Argumentative Essay

Topic: Education , Prison , Crime , United Nations , Alicea , Social Issues , Prisoner , Society

Words: 2000

Published: 10/09/2020

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Education is a right that is basic to every human being and is a requisite for the individual’s exercise of all other rights available to a person (UNESCO, 2009). It provides many benefits to an individual and usually is the key to a person’s success. Through education, a person can achieve more and can live a brighter future. But if a person commits a crime and gets incarcerated, does he retain this right? This paper will take into consideration the opposing views that several groups take pertaining a prisoner’s right to education by answering the following questions. 1. What is the extent of a person’s basic right to education? 2. Does getting education in prison defeat the purpose of punishment? 3. What are the benefits of education in prison? Understanding the extent of a person’s right to education will give an idea as to whether a prisoner is entitled to a free education during incarceration. At the same time, determining the implications to society in providing education to a prisoner will help reconcile the opposing views in terms of providing or not providing education to the prisoners. What is the extent of a person’s basic right to education? In a statement made by Vernor Munoz of the Special Rapporteur to the Human Rights Council on access to education in prisons, he gave emphasis to the prisoner’s right to retain his basic privileges as a human being as well as enjoy other freedoms granted in the Universal Declaration of Human Rights (United Nations, 2009). Munoz likewise cited the Basic Principles for the Treatment of Prisoners which was a resolution adopted by the United Nations in 1990 that also gives importance and protects the rights of a person in prison to participate in cultural activities as well as enjoy education considering these activities promote the complete development of an individual’s personality and overall welfare (United Nations, 2009). Munoz added that a major factor, why there is a huge public indifference and even resistance to the idea of prisoners getting the privilege of education, is due to the big influence of media who are, unfortunately, also ill-informed and contributing to the hostile sentiments of the public (United Nations, 2009). Furthermore, the correctional institutions usually consider the provision of education to prisoners, merely, as one of its activities being lined up for the prisoners and do not see it as a right that is supposedly to be enjoyed by every prisoner who is deprived of freedom (United Nations, 2009). Given this, several problems usually take place such as the interruption or termination of courses on the personal whims of prison administrators, not having libraries, not giving importance to the needs associated with specific disabilities and the non-granting of education as a form of punishment (Right to Education Project, 2009). On the other hand, seeing education as one of the basic legal rights of a prisoner would ensure fair treatment and equal opportunities to education (Bastion, 1987). Knowing their legal right to education, prisoners would already have a ground for objecting to inadequate educational facilities and resources (Bastion, 1987). Does getting education in prison defeat the purpose of punishment? Advocating the standpoint that prisoners do not have the right to education, Dianne Clemens who was president of Justice for All - Citizens United Against Crime, said that incarceration is not only a sanction and a punishment but also serves to protect the public (Alicea, 2003). As a society, public safety of the citizens should be prioritized over programs that were created to develop the personal growth of the prisoners considering that most, if not all, rehabilitation programs offered in prisons were also available to these inmates even before their incarceration (Alicea, 2003). All states give their own citizens different programs that are tax-supported including academic education, skills training, psychological and psychiatric treatment, among others (Alicea, 2003). Every prisoner was afforded the chance to improve their lives by taking advantage of different programs offered by the government and other institutions even before they got imprisoned but, unfortunately, made their own individual wrong choices by committing crimes or acts that are in violation of the prescribed laws (Alicea, 2003). These prisoners, therefore, must acknowledge and accept the consequences of their actions, choices and decisions (Alicea, 2003). Clemens added that there are certain privileges and basic rights that should be enjoyed by an inmate such as due process, safe shelter, food, clothing and medical attention but should not be entitled to more than these necessities such as tax-supported programs (Alicea, 2003). Rehabilitation and reform programs in prisons have been provided at the cost of a lot of taxpayers’ money. Society tends to allow criminals to find faults in others and to not own up their wrongdoings and, to some extent, allowing them to blame poverty, history, their environment or even their parents just to free themselves from any accountability (Alicea, 2003). Given society’s tolerance to blame shifting, recidivism rate is over 50 percent while the rate of violent crime dramatically grew and populations in prison has continuously increased (Alicea, 2003). Clemens concluded that society should give importance to individual accountability and responsibility, rather than using an emotionally charged approach to crimes and the criminals and their corresponding punishment (Alicea, 2003). Some people would also argue that the privileges offered in county prisons are too many and do not anymore serve the purpose of an actual sentence that needs to be served by an inmate (Henson, 2009). The free education being enjoyed by the prisoners is also a privilege most likely being taken for granted by the inmates who are getting them (Henson, 2009). Many would question the free education afforded to prisoners considering ordinary and hardworking citizens fight everyday to be their best and work hard so they can afford their own or their children’s education (Henson, 2009). Inmates who have caused their families and respective communities harm and destruction are being given a free education that they do not likely value since most people would think that education while in prison is not among the top priority of the incarcerated criminals but, instead, these inmates would need counseling and help (Henson, 2009). Those who have chosen to commit a crime have also decided to limit their opportunities and freedoms (Henson, 2009). What are the benefits of education in prison? Certain groups, on the other hand, advocate the right of inmates to education. A 2007 study by the Correctional Education Association saw the difference between released prisoners who had participated in education programs while in prison compared to those who did not avail of the programs (Cliffsnotes, n.d.). After the release of those former inmates who took part and availed of education while incarcerated, it was shown that they were less likely to be rearrested than those who did not participate (Cliffsnotes, n.d.). Furthermore, those who had availed of the free education were better off than those who did not participate in the sense that they found higher-paying jobs (Cliffsnotes, n.d.). There are also evidences supporting that education can lower future prison rates (Cliffsnotes, n.d.). Educators believe the connection between low education and criminal activity and support the argument that the more educated a person is, the less likely that said person is to commit a crime (Cliffsnotes, n.d.). Education to people who are deprived of their freedom gives them hope and a chance to hone whatever talents and skills they have, not only in terms of academic abilities but also their abilities to relate socially and, at the same time, teaches them on how to manage well their financial resources (Vorhaus, 2014). Getting a job after being released from prison is a big deterrent for these former inmates to commit again another offense and this is why having an education is an advantage considering that education makes the inmates become qualified and increases their chances in landing a job (Vorhaus, 2014). Former inmates encounter a lot of challenges when they start seeking employment and the fact of criminal record alone makes it difficult for them to hunt for jobs (Vorhaus, 2014) since it is already a huge turnoff for a prospective employer. Considering that employment plays a key role as to whether or not a former inmate is likely to commit again an offense, it is best that the education provided to the inmates are aimed at increasing an inmate’s chances to find an employment after the inmate’s release from prison (Vorhaus, 2014). Education gives prisoners the sense of remaining a part of society and the thought of having a place back to the community can motivate and inspire these former inmates to become active players in their local communities (Vorhaus, 2014). For these reasons, the United Nations Special Rapporteur on the right to education argued that prisons should afford an environment that both ‘enables positive change’ for prison inmates and creates a ‘significant contribution in their journey towards rehabilitation and reintegration into society’ (Vorhaus, 2014). Prison education, it was further mentioned, is a source of hope and aspiration, while maximizing and making great use of their time while in detention (Vorhaus, 2014). Prison education also empowers a prisoner to own up and redirect his or her life and to have a better mindset and perspective from thinking as a victim into viewing himself as someone who can also succeed and make better use of his or her life (Vorhaus, 2014). Conclusion Considering the arguments we learned from the opposing sides, we can choose to agree on some points. It is a fact that the prison inmates committed crimes against the society, community and even against their own families. Given this, they should suffer the consequences of their actions through different forms including incarceration. Both can agree that education provide great benefits to all human beings but the disagreement comes in with the issue as to whether or not the benefit of education can extend to those who are imprisoned. Some would argue that prisoners do not deserve the benefit of a free education since they are considered ills of our society while another group believes that everyone, including the inmates, deserve a second chance in life. I believe we can try to compromise the two standpoints by coming up with a competent system of screening the inmates who are deserving to avail of the privilege of education. Admittedly, there are prisoners who seem to be undeserving of a second chance considering they show no remorse for the crimes they have committed. However, there are inmates who are truly sorry for what they did or, for some, are not even deserving to be in prison. For these inmates, they should be afforded the right to keep their sanity through wise and valuable use of their time and an avenue by which they could improve their lives once they get out of prison.

Alicea, J. (2003). Prison: To punish or to reform? Retrieved from http://www. pbs.org/pov/whatiwant/special_prison.php Bastion, A. (1987). The right of prisoners to education. Retrieved from https://circle.ubc.ca/bitstream/handle/2429/27658/UBC_1987_A2%20B37.pdf?se quence=1 Cliffsnotes. (n.d.). Do prisoners deserve to be educated? Retrieved from http://www.cliffsnotes.com/cliffsnotes/sciences/do- prisoners-deserve-to-be- educated Henson, K. (2009). Prison inmates shouldn’t receive free college education. Retrieved from http://www.mhsroundtable.com/archives/prison-inmates- receiving-free-college-education-invoke-controversy/ Right to Education Project (RTE). (2009). Prisoner’s right to education. Retrieved from http://r2e.gn.apc.org/node/636 United Nations Educational, Scientific and Cultural Organization (UNESCO). (2009). The right to education. Retrieved from http://www.unesco.org/ new/en/right2education United Nations Human Rights. (2009). Prisoners’ right to education. Retrieved from http://www.ohchr.org/EN/NewsEvents/Pages/Prisonersrighttoeducation.aspx Vorhaus, J. (2014). Prisoners’ right to education: A philosophical survey. London Review of Education, 12 (2), 162-172. Retrieved from http://www.ingentaconnect.com /content/ioep/clre/2014/00000012/00000002/art00002?crawler=true

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Home — Essay Samples — Nursing & Health — Rehabilitation Programs — Prison Reform

Prison Reform

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Argumentative Essay: Getting a Good Education

Getting an education is compulsory in the developed world, but so many of us don’t appreciate it enough. We should value our education a lot more and work harder, because it is compulsory for so many different reasons and adds so much value to our lives. There are so many positive outcomes of education, but most of them come under the two banners of allowing us to develop personally, and improving our life chances.

Learning gives us so much that we otherwise wouldn’t have. Besides the obvious skills and facts that we learn, we learn self-discipline and self-motivation, timekeeping skills, social and communication skills and so much more. We also gain confidence and self-esteem through completing tasks and being praised for good work, as well as learning right and wrong as we are punished for any wrongdoing from a young age. Being educated is shown to increase people’s sense of self-worth, life satisfaction and overall happiness, so ultimately being a well-rounded person with lots of potential of happiness is a major outcome of education.

This development in itself increases our chances in life and our potential to do the things we want to do, as social skills gained allow us to form good relationships, and all of the other skills will help when it comes to getting a job. There is, unsurprisingly, a positive correlation between the level of education that people receive and the amount of money they earn. People that are educated are less likely to be unemployed or be on low wages with which they can barely feed their families. They are more likely to afford a nice house in a good area, a nice car, and regular family vacations. Educated people are also less likely to go to prison, because they will be able to provide for their families without crime and are less likely to be violent as they can communicate better with language.

Getting a good high school education also improves our chances of being able to go to college . This further study adds so many different skills to your arsenal that employment prospects and earning potential become better again. Whatever level someone has studied to though, a good education will get them further than someone with little or no education.

This is because of the marketable skills that they have gained. Literacy and basic math skills are at the foundation of independent living and being able to work. Good communication skills and ability to work both with a team and independently are often a basic requirement for any job, and these are developed in the education system through group and individual projects. All in all, education gives us so many skills that it is necessary for both happiness and success in life.

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