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2012
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The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk (NDTAC)
U.S. Dept. of Education (Washington, DC).
National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk (NDTAC) (Washington, DC).
NDTAC focuses on “[p]roviding technical assistance to State agencies with Title 1, Part D programs … [while] “[i]mproving education services for children and youth who are neglected, delinquent or at risk.” Assistance from this organization could strengthen your juvenile offender education programs. One of the most useful resources on this site is an interactive map to Title I, Part D information by state. Other points of entry include: about NDTAC; direct assistance; events; topics—Title I, Par... Read More
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2012
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Kept Out: Barriers to Meaningful Education in the School-to-Prison Pipeline
By Askew, Wade; Badu-Nimako, Yvette; Baurer, Elana; Gibson, Megan; Intrieri, Alana; Kaleem, Maheen; Kaplan, Marnie; Mortorano, Nicole; Pettit, Jessica; Plastino, Sarah; Reddy, Vasu; Sirianni, Max.
Georgetown Law Human Rights Institute (Washington, DC).
Georgetown Law Human Rights Institute (Washington, DC).
“’Keep Out’ is a phenomenon that occurs when students try to reenter a setting where they can access meaningful education and are denied by the policies and practices of the education and juvenile justice systems. Keep Out is a part of the larger School-To-Prison Pipeline. The Pipeline includes disciplinary and discretionary policies that push youth out of school and into the criminal justice system” (p. 7). This report examines the barriers that exist for youth seeking an education following a ... Read More
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84 pages
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2012
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Model Sexual Health Education Standards for Youth in State Custody
Center for HIV Law and Policy (CHLP). Teen SENSE (New York, NY).
These standards “are designed to reflect the minimum requirements of curricula that meet the sexual health knowledge needs of LGBTQ and heterosexual youth in out-of-home custody. The Model Sexual Health Education Standards include: content goals (divided according to the time a youth spends at a state facility); instructional characteristics (standards to which classroom environments and practices should adhere); and instructor characteristics (which set forth competencies that teachers of sexua... Read More
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29 Pages
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2012
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Education-Based Incarceration
Los Angeles County Sheriff's Dept. Education Based Incarceration Bureau (Los Angeles, CA).
“Education Based Incarceration (EBI) is a component of the criminal justice system that is focused on deterring and mitigating crime by investing in its offenders through education and rehabilitation … The main goals of EBI are to increase the number of inmates achieving high school equivalency certificates or making progress toward the completion of a G.E.D, to increase access to traditional and nontraditional educational opportunities for all inmates, and to reduce the recidivism of program pa... Read More
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2011
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The Path to Successful Reentry: The Relationship Between Correctional Education, Employment and Recidivism
By Cronin, Jake.
Univerity of Missouri. Harry S Truman School of Public Affairs. Institute of Public Policy (Columbia, MO).
The ability of education acquired in prison to increase post-incarceration employment rates and lower recidivism rates is examined. Sections of this article include: abstract; introduction; the impact of correctional education in Missouri; education and employment; education and recidivism; employment and recidivism; the pathway to lower recidivism rates; and conclusion. Results “show that inmates who increase their education in prison are more likely to find a full-time job after prison, and th... Read More
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6 pages
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2011
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White Paper on Education, Employment, and the Ex-
Offender in Missouri Prepared by the St. Louis Alliance for Reentry (STAR) 2011
By Hall, Clyde; Williams, Benjamin M..
St. Louis Alliance for Reentry (STAR) (St. Louis, MO).
Strategies for dealing with the challenges ex-offenders face with employment and education are explained. Topics covered include: ex-offender population and recidivism; people with convictions face significant employment barriers; people with convictions have less educational attainment; and employers do not easily hire formerly incarcerated individuals.... Read More
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4 pages
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2011
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Misplaced Priorities: Over Incarceration, Under Educate
National Association for the Advancement of Colored People (Baltimore, MD).
Anyone worried about the state of education in the United States needs to read this report. A “policy agenda that will financially prioritize investments in education over incarceration, provide equal protection under the law, eliminate sentencing policies responsible for over incarceration, and advance public safety strategies that effectively increase healthy development in communities” is laid out (p. 1). Six sections follow an executive summary: introduction; America’s prison system—unfair a... Read More
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62 pages
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2010
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Education-Based Incarceration
Los Angeles Sheriff's Dept. (Los Angeles, CA); Los Angeles Sheriff's Dept. Offender Services Bureau (Los Angeles, CA).
This report discusses the successful implementation of education-based incarceration (EBI) by the Los Angeles Sheriff’s Department. Readers get a very good idea of how EBI works and the opportunities it can give their facilities. Sections of this publication are: education-based incarceration defined; Custody Operations Division—Jail Facilities; Inmate Welfare Commission; Correctional Services Division; Community-based alternatives to custody; projects under review; the future of EBI; recidivism... Read More
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86 pages
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2009
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9 to 5 Beats Ten to Life: How to (Re) Enter Society, 2nd Edition
By Davis, Mike S..
American Correctional Association (Alexandria, VA).
This easy-to-follow, well-written guide is “a step-by-step, interactive approach to fundamental skills needed for the ex-offender to obtain and maintain a job” (p xi). Chapters cover: pre-employment assessment—what you know; your plan; how to prepare for a job on the outside while inside; how to look on paper—applications and resumes; the job search; your image; dangerous, non-traditional jobs; entrepreneurs—doing your own thing and being your own boss; special concerns for women ex-offenders; c... Read More
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129 pages
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2009
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Correctional Workforce Project: Phase II
American Correctional Association (Alexandria, VA).
Workforce Associates, Inc. (Indianapolis, IN).
Results from a survey of correctional health care professionals, mental health treatment professionals, and correctional education staff concerning current and future employment opportunities are reported. Sections of this document include: introduction; survey facts and figures; survey focus; focus results for nurses and outsourced health care services (i.e., mental health treatment professionals (MHTPs), correctional psychiatrists, mental health caregivers, correctional educators, and correcti... Read More
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54 p.
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2009
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Educational Aftercare & Reintegration Toolkit for Juvenile Justice Professionals: A Toolkit for Juvenile Justice Professionals in Pennsylvania
By Lowman, Jennifer; Mamas, Shari A..
John D. and Catherine T. MacArthur Foundation (Chicago, IL).
Models for Change. Education Law Center - PA (Philadelphia, PA).
This toolkit is designed to “serve as a roadmap for identifying issues related to the education of delinquent youth during placement and when they are released and reintegrated into their communities” (p. 7). Nine sections are contained in this toolkit: introduction; pre-placement dispositional hearing; educational services in placement; release and reintegration into the community; enrollment, attendance, and truancy; special education and other in-school services; school discipline; where to g... Read More
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190 p.
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2009
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From the Classroom to the Community: Exploring the Role of Education during Incarceration and Reentry
By Brazzell, Diana; Crayton, Anna; Mukamal, Debbie A.; Solomon, Amy L.; Lindahl, Nicole.
City University of New York. John Jay College of Criminal Justice. Prison Reentry Institute (New York NY); Urban Institute (Washington, DC).
This monograph examines the “current state of education during education and reentry and identifie[s] promising programmatic and policy directions” (p. 3). Parts contained in this publication include: introduction—education, reincarceration, and reentry; the current landscape of education during incarceration and reentry; research on the effectiveness of correctional education; education behind the walls—challenges and opportunities; from classroom to community—education and reentry.... Read More
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50 p.
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2009
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In Search of Evidence-Based Practice in Juvenile Corrections: An Evaluation of Florida’s Avon Park Youth Academy and STREET Smart Program
U.S. Dept. of Justice. Office of Juvenile Justice and Delinquency Prevention (Washington, DC); U.S. Dept. of Labor. Employment and Training Administration (Washington, DC).
National Council on Crime and Delinquency. Children's Research Center (Madison, WI).
Results from an evaluation of the APYA (Avon Park Youth Academy) Secure Care Program, involving vocational and educational interventions, combined with the SS (STREET Smart) aftercare reentry program are presented. Sections following an executive summary include: introduction; experimental program description; experimental group profiles; control group programs; comparative costs of experimental and control group programs; design of program evaluation; post-release subject interview findings; ed... Read More
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241 p.
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2009
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Programs that Help Offenders Stay Out of Prison
By Nink, Carl; MacDonald, Steve.
MTC Institute (Centerville, UT).
This report is required reading for any agency seeking to develop effective education and/or substance abuse programming. Sections of this publication include: introduction; current conditions—the prison population is growing despite decrease in crime; effective correctional programming; education provides opportunities; education impacts recidivism; effective educational program principles; substance abuse programs save tax dollars; effective substance abuse treatment program principles; eviden... Read More
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22 p.
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2009
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The School-to-Prison Pipeline…and Back: Obstacles and Remedies for the Re-Enrollment of Adjudicated Youth
By Feierman, Jessica; Levick, Marsha; Mody, Ami.
“In this article, [the authors] consider the disturbing reluctance of schools to allow delinquent youth to continue their education and the high dropout rates for youth returning from juvenile justice placements” (p.1116). Sections comprising this article are an introduction; the problem of school exclusion and high drop-out rates; due process rights of students returning to school; policy recommendations to help youth return to school, amending the No Child Left Behind Act, and instituting stat... Read More
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15 p.
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2004
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LJN Exchange, Annual Issue 2004; Large Jail Network Exchange, Annual Issue 2004
By (Multiple).
National Institute of Corrections (Washington, DC).
LIS, Inc. (Longmont, CO); National Institute of Corrections Information Center (Longmont, Colorado).
This issue includes: Foreword, by Richard Geaither, National Institute
of Corrections Jails Division; You Can Do It: Putting an End to Pharmacy Cost
Increases, by Mike Kalonick, Milwaukee County Sheriff's Office, Detention
Bureau; Accreditation for Adult Local Detention Facilities: Moving from Process
Measures to Outcome Measures, by Bob Verdeyen, American Correctional
Association; Got Training? Training as a Strategic Management Tool for
Performance Enhancement, by Tom Reid, Na... Read More
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56 p.
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2001
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Pensar en un Cambio: Programa Intigrado de Cambio Cognitivo-Conductivo [La Leccion Planea]
By Bush, Jack; Glick, Barry; Taymans, Juliana.
National Institute of Corrections (Washington, DC).
National Institute of Corrections Academy (Longmont, CO).
El programa, Pensar en un Cambio, tiene como centro, un programa de resolucion de problemas detallada con ambas intervenciones de restructuracion cognitiva y habilidades sociales. El formato del programa se comprende de zz lecciones con una capacidad de extender el programs endefinidamente, dependiendo de la cantidad de habilidades cognitivas [cognitive] ensenadas. Suplementos: fichas, transparencias, folletos, cuadros, y los suplementos para el instructor.... Read More
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347 p. + 1 computer disk; CD-ROM
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1996
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Project Re-Enterprise: A Texas Program
By Moses, Marilyn C..
National Institute of Corrections (Washington, DC).
National Institute of Justice (Washington, DC).
Project Re-Enterprise (PRE), administered by the Crime Prevention Institute, enlists the participation of local business leaders in an educational initiative to hone the job-seeking skills of inmates, who interview at mock job fairs. In addition to providing interviewing practice for the inmates, the program has caused some employers to voluntarily alter their policies regarding hiring ex-offenders. This Program Focus describes PRE's process, funding, and measures of success, and also outlines t... Read More
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16 p.
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1995
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DETOUR Program: Problem Solving Skills for Offenders, a Scripted Unit of Instruction
By Burd, Judy.
National Institute of Corrections (Washington, DC).
Texas Dept. of Criminal Justice. Windham School System (Huntsville, TX).
The objectives of this thirty-hour program are to learn and practice problem solving steps, and to discover the correlation between the way we think about situations and the way we respond. Utilizing these problem solving skills outside of the classroom hopefully will result in fewer disciplinary cases and less recidivism. This manual gives detailed lesson plans and outlines.... Read More
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150 p.
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1994
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THINK
National Institute of Corrections (Washington, DC).
Wisconsin Dept. of Corrections (Madison, WI).
The focus of the Cognitive Interventions Program is to change the criminal behavior of offenders by motivating them to change themselves. Cognitive change is self-change. This program is divided into four phases.
Phase I - Orientation: This phase is designed to teach the basic concepts and techniques of cognitive change.
Phase II - The Change Process: In this phase offenders use techniques of cognitive self-observation (Thinking Reports, Journals, Problem and Hassle Logs) to identify thei... Read More
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148 p.
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1994
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Proceedings of the Large Jail Network Meeting, July 10-12, 1994, Denver, Colorado
National Institute of Corrections Jails Division (Longmont, CO).
The focus of this meeting was on inmate programs and on the issues of dealing with juveniles remanded to adult jails. Session #1 dealt with effective inmate programs: What principles formulate the foundation for potential success? Session #2 was titled "Issues in implementing, evaluating, and monitoring inmate programs," while Session #3 was "Revenue-generating inmate programs: What are they and how do they function?" Session #4 was titled "Non-traditional inmate programs and jail industries: Ho... Read More
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57 p.
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1991
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Competency Profile of Correctional Educator
National Institute of Corrections National Academy of Corrections (Boulder, CO).
The correctional educator develops, implements, and coordinates education programs (i.e., academic skills, vocational skills, living/social skills) for students in correctional education settings. Duties and tasks of the correctional educator are listed, using a DACUM format.... Read More
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3 p.
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1990
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Competency Profile of State Director of Correctional Education
National Institute of Corrections National Academy of Corrections (Boulder, CO).
A DACUM profile is provided of the duties and tasks of the State Director of Correctional Education. Such duties include: manage education program operations; plan correctional education programs; articulate with other agencies; provide staff development; and participate in litigation process.... Read More
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6 p.
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1990
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Competency Profile of Education Director, Correctional Facility/Facilities
National Institute of Corrections National Academy of Corrections (Boulder, CO).
A DACUM profile is provided of the duties and tasks of an education director of a correctional facility. Such duties include designing, managing, and promoting correctional education programs through creative leadership that complies with state and federal laws.... Read More
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6 p.
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1989
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Emerging Technologies and Community Corrections
National Institute of Corrections (Washington, DC).
American Correctional Association (Laurel, MD); National Institute of Corrections (Washington, DC).
Technologies currently used in community corrections are identified, examined, and described in terms of their applications, focusing, where possible, on cost/benefits, efficacy in controlling offenders, and impact on staff, offenders, and agency operations. Issues surrounding emerging technologies are also discussed along with their implications for community corrections in policy, program development, and management practices. (p.8).... Read More
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123 p.
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1988
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Computer Aided Instruction
By Mueller, Fred.
National Institute of Corrections (Washington, DC).
Garrett Heyns Education Center (Shelton, WA); Washington State Dept. of Corrections (Olympia, WA).
Title of project: Computer Assisted Instruction. This grant allowed for the expansion of CAI in the basic skills area by adding new software and equipment to the existing vocational program.... Read More
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1987
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Correctional Education: A State of the Art Analysis
By Ryan, T.A.; Woodard, Joseph Clifton.
National Institute of Corrections (Washington, DC).
"This state of the art survey of adult correctional education was undertaken for the purposes of: (1) describing the extent and nature of correctional education programs for adult offenders, the extent of participation by adult offenders in educational programs, the nature of educational and vocational counseling and testing, and the administrative structures, budgets, and teaching personnel; and (2) comparing adult correctional education in 1983 with adult correctional education in 1973 and 197... Read More
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60 p.
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