CEA Leadership Forum March 29, 2010

1. Developing a Program of Postsecondary Academic Instruction in State PrisonsImproving Evidence of Impact through a National Study of The Correctional Education Association College of the Air (CEA/COA) Program Spring 2010 Project Update Dr. Stephen Meyer, Principal InvestigatorRMC Research CorporationCindy Borden & Penny Richardson, Field InvestigatorsNorthstar Correctional Education ServicesLinda Fredericks, Qualitative Analyst RMC Research Corporation Dr. Stephen Steurer, Project DirectorCorrectional Education Association CEA Leadership Forum March 29, 2010

2. This Session • Context for Focus on Postsecondary Education • Study Overview • Cohort 1 Implementation Findings • Considerations for Implementing College Programs • Initial Results from Post-Release Interviews • Next Steps

3. Context for Focus on Postsecondary Education in Prison

4. Importance of Postsecondary Ed. • Labor market demand for jobs requiring a postsecondary education expected to increase • Obama administration investments in college to increase participation and completion

5. Promise of Postsecondary Ed. in Prison • Evidence of positive impact on • Recidivism • Rates of employment, earnings • Inmate behavior, attitudes, self-esteem • Disciplinary infractions, relationships among inmates and correctional staff, development of positive peer role models

6. Postsecondary Ed. Participation in Prison • Fewer than 25% of state/federal prison inmates have college experience • Programs available at between 35 and 42% of institutions • An estimated 11% of eligible participation participates (5% of total population)

7. Study Overview

8. Study Goals • Provide information about the implementation, effectiveness, impact of a widely available postsecondary academic delivery model that can facilitate access, persistence, and completion of postsecondary education by incarcerated students • Provide evidence that meets rigorous research standards

9. CEA/COA Program • Partnership - Correctional Education Association (CEA) and Milwaukee Area Technical College (MATC) • General education/liberal arts and sciences courses leading to an Associate of Arts degree to students in prison • 21 course (66 credit) sequence; 7 interim certificates • $325 per 3 credit course • Two pre-college level courses (College Success and College Technical Math) • 10 courses offered during each 16-week semester of 2009-2010, including 8-week “compressed courses”; also 10-week summer courses

10. CEA/COA Program • DVD video programs (min of 2x30min/wk) • Readings and assignments using texts, study guides, workbooks, and CD-ROMs • Site coordinator • Inform, advise, register students • Liaison between students/instructors • Ensure resources (e.g., materials, space, schedule) • Proctor tests • Track student progress

11. Research Questions • To what extent does the Correctional Education Association College of the Air (CEA/COA): • Increase rates of participation in postsecondary and other academic programming? • Improve participants’ academic achievement outcomes and progress toward postsecondary academic degrees? • Improve participants’ achievement motivation and educational aspirations? • Affect post-release employability for participants? • Affect institutional outcomes, such as institutional climate and recidivism? • To what extent do aspects of the CEA/COA curriculum and its delivery, institutional support, participant engagement, and participant characteristics affect outcomes?

12. Logic Model

13. Random Assignment Design • If assigned to experimental condition, CEA/COA provided as the primary institution-sponsored PS academic curriculum for the duration of the study. • If assigned to control condition, alternative PS academic programming made available for the duration of the study. CEA/COA must not be provided.

14. Timeline • Three-year study, began fall 2008 • Three cohorts of students (fall 2008, 2009, 2010) • Fall and spring data collection through spring 2011 • Post-release interviews 2010-2012

15. Requirements for Study Sites • Have the infrastructure to provide postsecondary academic instruction • Have not offered CEA/COA in the past • Provide federal Incarcerated Individuals Program funds (IYO in 2008-09) or other funds for PS academic programs • Willing to be randomly assigned to treatment or control condition as part of the study • Have a population that will provide a minimum of approximately 15 study participants each fall beginning PS academic programming whose tuition costs are paid using IIP/IYO or other grant funding and who meet eligibility for IIP/IYO funding: (1) have a secondary school diploma or equivalent; (2) eligible for release within 7 years; (3) 35 years of age or younger; and (4) not have been convicted of a) a criminal offence against a victim who is a minor, b) a sexually violent offence, or c) murder.

16. Data Sources • Data collection conducted by research team during onsite visit • CAAP Critical Thinking Test • Student Survey • Site Coordinator Survey • Institutional Data • Student Follow-up Telephone Interview • Case Studies (interviews, focus groups, observations – sample of sites)

17. Cohort 1 Implementation Findings

18. Questions for Initial Analyses • What are the characteristics of students in postsecondary education programs? • What program content and instructional delivery comprise these programs? • What types of instructional resources and support are available to students? • What benefits for students and for institutions are associated with participation? • What factors interfere with successful implementation and what suggestions do students, educators, and administrators have for improving programs?

19. Cohort 1 Sample • 38 institutions in 5 states (Iowa, Massachusetts, Nevada, Oklahoma, and South Carolina) • 20 assigned to implement CEA/COA • 6 women’s facilities • Mostly medium security facilities (slightly over half). The other half included roughly equal proportions of minimum security facilities, maximum security facilities, and facilities with multiple security levels.

20. Cohort 1 Sample • 259 students who participated in baseline and follow-up data collection (117 CEA/COA and 142 control) • IA: 54 students (21%); MA: 53 students (21%); NV: 38 students (15%); OK: 43 students (17%); SC: 71 students (27%)

21. Student Characteristics • Average age = 22.5 • Male (78%) • White/Caucasian (46%), Black/African-American (37%), Latino/Hispanic (11%), Other (6%) • Never married (90%) • Parent (38%) • Received high school equivalency in prison (55%) • No prior postsecondary ed (65%)

22. Student Characteristics • 65% had no prior postsecondary ed • Those who did, reported completing an average of 5.1 courses • Student Achievement - Critical Thinking Test • Baseline average score = 58.8 • Close to typical American college sophomore • Slight non-significant increase at follow-up

23. Course Participation • 82% successfully completed at least 1 course • Average number of completed courses was 2.5 (ranged from 1 to 9) • Freshman and sophomore level liberal arts courses in English composition, sociology, economics, psychology, political science, history, and environmental science

24. Instructional Delivery • Classroom observations (8 CEA/COA, 5 control) • Watching prerecorded lessons, participating in lessons led by an instructor or site coordinator, discussing course topics, and reviewing course assignments and tests • Site coordinator involvement varied • Peer support varied

25. Support for Participation • Encouragement from family and peers • Encouragement from education and prison staff, tutors, instructors • Other supports: efforts by prison to publicize courses, access to computer lab and library, tuition support, books, good time credit

26. Support for Participation • Most comments about site coordinators were positive • Comments about support from officers were mixed

27. Positive Aspects of Programs (Students) • Opportunity to gain knowledge, become a better person • Positive challenge • The feeling of independence • Being part of a group that was motivated to succeed • Coursework with cost that led to degree • Being invited to participate in the program • Feeling respected by others • The self-paced instruction • Having a syllabus that provided clear expectations • Getting new textbooks

28. Positive Aspects of Programs (Site Coordinators, Administrators) • Furthering inmate knowledge, providing independence • General ed courses, study guides • Distance learning - ease of delivery, affordable, greater variety of courses • Direct instruction - interaction with professors, ability to answer student questions

29. Perceptions of Student Outcomes (Site Coordinators, Administrators) • Reduced behavioral problems and detention • Improved ability to abide by behavioral norms in the classroom • Increased confidence, motivation, self-discipline, and maturity • Improved self-image • Improved communication skills and willingness to engage in thoughtful conversations • Improved logical thinking skills • Higher ambitions

30. Perceptions of Institutional Outcomes (Site Coordinators, Administrators) • Relationships among inmates or between inmates and institutional staff • Encouragement for others to learn and grow • Stabilization of inmate behavior on the yard • Inmates being more supportive of each other • Inmates becoming more responsible in facility jobs and seeking higher level jobs • Positive influence on hearings with parole boards

31. Perceptions of Outcomes (Students) • Improved study skills and test taking ability • Improvements in writing and content knowledge • Improved social, communication, presentation, and critical thinking skills • Improved relationships with peers • Increased willingness to interact with and help out others in the program • Increased self esteem • A sense of accomplishment • The ability to be a role model for others

32. Challenges (Students) • Lack of interaction with instructor (hard to stay motivated, difficult to get feedback) • Outdated textbooks and videos • Unclear expectations for success, lack of introductory materials • Limited reference materials • Late receipt of or unavailability of textbooks

33. Challenges (Students) • Inadequate preparation to take college-level classes • Lack of a place to study and limited time for study • Lack of choice in courses, course cancellation, and limited funding to take multiple courses • Delays in receiving feedback on course work and receiving grades • Unconstructive critical feedback from an instructor

34. Challenges (Site Coordinators, Administrators) • The lack of direct instruction and interaction between students and instructors • Unpreparedness of students to do college-level work • The high level of difficulty associated with some course papers and exams • Lack of tutoring and other support for students • Shortage of research materials • Uncertainty about site coordinator roles and expectations • Limited correlation between information in lessons and content in books • Lack of responsiveness by course instructors

35. Suggestions for Improvement (Students) • Interaction with instructor – more feedback, support from local instructor • Increasing access to computers and research materials, Internet access • Provide classes to prepare for college-level courses (e.g., study skills) • Expand funding and course availability so more inmates could participate • Improve explanations about course format and expectations • Provide a quiet place to study and dedicated classroom space • Have a tutor or coordinator to help the students

36. Suggestions for Improvement (Students) • Have more class time to allow for discussion among students after viewing a prerecorded lesson • Offer more courses and having them grouped together so that inmates could obtain a specific certification or degree • Give a realistic picture of expectations to let students know they have to be self-motivated and mature to succeed • Conduct better screening to ensure that students are sufficiently prepared and committed to learning

37. Suggestions for Improvement (Site Coordinators, Administrators) • Offer more class choices and include a mandatory study skills component in the curriculum • Provide a preparatory course in college-level reading and writing • Make less challenging classes available for students making the transition from GED certification to college • Provide more computers, research materials, and study space for students

38. Suggestions for Improvement (Site Coordinators, Administrators) • Better organize classes to lead to a certificate or degree and to provide marketable skills • Offer clearer guidance from the partner college about the support expected from the prison • Provide sites with the option to purchase used textbooks • Provide more basic supplies such as notebooks, folders, pens, and books • Allow inmates in college programs to avoid institutional transfers while enrolled

39. Summary of Outcomes • Improvements in student behavior and attitudes, including increased confidence, motivation, self-discipline, and maturity • Improved study skills, improved social, communication, and critical thinking skills, and increased self-esteem • Improvements in prison climate, including relationships among students and between students and institution staff • Several issues that presented substantial challenges to program success have implications for improving programs

40. Considerations for Implementing College Programs

41. Several Themes Identified • Student Readiness for College Level Work • Coverage of Science and Mathematics Topics • Identification of Student Participants • Role of the Site Coordinator • Institutional Incentives and Supports • Understanding Goals and Objectives of Postsecondary Programming • Peer Supports • Managing Challenges Created by Distance Learning Programs

42. Student Readiness for College • Coursework too difficult, esp. for those who completed GED in prison • GED preparation described as inadequate • Need for study skills, writing skills Recommendations • Offer course(s) focusing on readiness skills • As part of GED preparation • As prerequisite for PS program admission • Concurrently with enrollment • Recruit inmate tutors or other volunteers to provide targeted support to address student needs

43. Mathematics and Science Coverage • Limited coverage relative to other course content • Knowledge/skills needed for labor force • Recommendations • Explore ways to integrate into current curricula • Ensure readiness for these courses • Encourage early enrollment in these courses

44. Identification of Students • Issues of motivation and commitment • Academic ability, readiness skills • Need for self-discipline, maturity, social skills, ability to collaborate and pay attention • Recommendations • Take additional steps to ensure preparedness and motivation of students, e.g.: • Local assessments, evaluations, or exercises • Trial courses • Clarify requirements, expectations

45. Role of the Site Coordinator • Large differences in roles, from program administrator (e.g., managing communication with course instructors, arranging lesson viewing, administering exams) to more direct role (e.g., encouragement, leading discussions, targeted support) • Recommendations • Ensure that site coordinators have sufficient interest, ability, and time to carry out roles • Opportunities to share best practice • Provide guidance on how to foster support among inmates, solicit outside support

46. Institutional Incentives & Supports • Differences across sites • Need for tutoring/advising; opportunities to discuss lessons; access to research materials, quiet places for study, computers, and supplies, such as folders, pens, and books • Recommendations • Monitor and address student concerns • Limit inmate transfers • Minimize scheduling conflicts

47. Communicating Goals/Objectives of Postsecondary Programs • Correctional officers made strong contributions, both positive and negative • Recommendations • Provide professional development to communicate goals of postsecondary education, potential benefits, and the role that officers play in success • Offer opportunities for officers to attend courses; enroll at reduced or no cost

48. Peer Support • Varied across sites, but often a strong source of support • Recommendations • Designate inmate clerk/tutors to facilitate • Provide opportunities for students to work together; encourage culture of peer support

49. Managing Challenges with Distance Learning Programs • Lack of interaction with instructor created challenges for staying motivated, monitoring progress and feedback on work, responses to questions • Recommendations • Ensure that site administrators monitor and address concerns • Explore periodic phone contact with offsite instructors • Enhance local support (e.g., peer groups, tutors)

50. Study Limitations • Sample not representative of all states, all prisons • Cohort 1 focus on youth offenders • Excludes self-pay students • Half are CEA/COA sites in first year of implementation