NCJ Number
89504
Date Published
1982
Length
60 pages
Annotation
This survey was designed to determine the types of educational programs in adult State correctional institutions, whether they have Adult Basic Education (ABE) programs for the functionally illiterate, and if the educational program has a curriculum.
Abstract
Educational directors of the 50 States were sent questionnaires, and 44 responded, with only one unable to answer due to lack of personnel and resources. Study results support the null hypothesis that there does not exist, nationwide, ABE curricula for the functionally illiterate adult inmate. Many correctional education agencies are apparently not teaching to the needs of their functionally illiterate/student population. Individualized instruction with open-entry/open-exit options appears to be the most successful strategy for correctional education. It encourages increased self-esteem through the accomplishment of clearly defined goals. The use of many clearly defined, short-term objectives administered individually as needed, rather than comprehensive exams, appears to be more beneficial. Some institutions attempt to use the format of the free-world school by using group instruction and teacher-prepared tests for assessment, assigning grades, and prescribing 9-10 month school years. This format is unrealistic and impractical for the functionally illiterate population, who compose a considerable percentage of the inmate student population in the various State institutions. Recommendations focus on additional financial support for inmate education and the establishment of curricula that meet the learning needs of the inmates, including the functionally illiterate. Tabular data and 38 bibliographic entries are provided, and the survey questionnaire is appended, along with State-by-State data on the number of inmates, money budgeted, inmate educational achievement level, and basis for the curriculum.