[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583605-105":59,"doc-detail-583605-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","how-to-unlock-the-power-of-prison-education","How to Unlock the Power of Prison Education","","A policy report arguing that U.S. prison education should be expanded to reduce reoffending and improve reentry outcomes. It cites recidivism and cost burdens, then uses data from the PIAAC Survey of Incarcerated Adults and a RAND evaluation to show large educational and literacy deficits among incarcerated adults. 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Steurer  \nTHE ETS CENTER FOR RESEARCH ON HUMAN CAPITAL AND EDUCATION  \nTable of Contents  \nPreface ..................................................................................1  \nIntroduction ..........................................................................4  \nThe Current Backdrop: Skills and the Incarcerated Population ............................................................................5  \nThe Limited Federal Role in Correctional Education 6  \nDefinition of Correctional Education .........................7  \nInsights from PIAAC .............................................................9  \nThe Education and Skills of America's Incarcerated Population .................................................................. 10  \nWork Experience and Skills of America's Incarcerated Population ........................................... 11  \nBenefits of Focusing on Education and Work Skills...... 13  \nEnhancing Reentry Planning .................................... 13  \nBarriers to Educational Reform in U.S. Prisons............. 14  \nBureaucratic and Associated Obstacles ................. 15  \nCorrectional Prison Standards................................. 16  \nFailure to Incentivize Education Participation ....... 16  \nReentry and Job Acquisition ..................................... 17  \nEducational Technology............................................ 18  \nPostsecondary Education Issues ............................. 20  \nRecommendations............................................................ 20  \nTraining and Programs ............................................. 21  \nCorrectional-Education Legislative/Policy Recommendations .................................................... 22  \nNational Research Recommendations ................... 25  \nConclusion ......................................................................... 26  \nExperts Interviewed .......................................................... 27  \nAppendix ............................................................................ 30  \nAppendix A: About the Profiles in This Report ...... 30  \nAppendix B: PIAAC Proficiency Levels..................... 31  \nAbout the Author .............................................................. 33  \nThis report was written by:  \nStephen J. Steurer S&J Enterprises LLC  \nThe views expressed in this report are those of the authors and do not necessarily reflect the views of the officers and trustees of Educational Testing Service.  \nCopyright © 2020 by ETS. All rights reserved. ETS, the ETS logo and HISET are registered trademarks of ETS. All other trademarks are the property of their respective owners.  \nAugust 2020  \nETS Center for Research on Human Capital and Education  \nResearch and Development Educational Testing Service Rosedale Road  \nPrinceton, NJ 08541-0001  \nSuggested citation: Stephen J. Steurer. How to Unlock the Power of Prison Education (Princeton, NJ: Educational Testing Service, 2020) .  \nPreface  \nA recent U.S. Department of Justice study shows that roughly two-thirds of those released from prison are re-arrested within three years.1 Research on recidivism demonstrates an array of adverse impacts on the individuals who are re-arrested, their families, and the communities in which they live. High rates of recidivism are also shown to be a financial burden for governments and [U.S. tax](U.S. tax) payers. It makes sense, then, that actions shown to reduce recidivism rates be adopted and fully supported across U.S. prison systems. In this new report commissioned by the ETS Center for Research on Human Capital and Education, author Stephen Steurer, a nationally recognized expert in prison education, argues that these actions are not happening.  \nUsing data from two of the most recognized studies on the incarcerated population, the U.S. PIAAC Survey of Incarcerated Adults2 and a comprehensive evaluation by the RAND Corpora","cbCaibmJEGB3Ap79","https://ap.wps.com/l/cbCaibmJEGB3Ap79","pdf",3512904,42,"English","# Preface\n# Introduction\n# The Current Backdrop: Skills and the Incarcerated Population\n# The Limited Federal Role in Correctional Education\n# Definition of Correctional Education\n# Insights from PIAAC\n# Recommendations\n# Conclusion","[{\"question\":\"Why does the report focus on prison education and reentry planning?\",\"answer\":\"It argues that reducing recidivism requires actions supported across U.S. prison systems and that education plays a central role in preparing people for reentry and employment.\"},{\"question\":\"What evidence does the report use to describe educational and skills deficits?\",\"answer\":\"It draws on the U.S. PIAAC Survey of Incarcerated Adults and insights from interviews with experts, highlighting high rates of missing credentials and low literacy skills.\"},{\"question\":\"What recommendations does the report propose?\",\"answer\":\"It calls for training and programs, correctional-education legislative/policy recommendations, and national research recommendations, while addressing barriers such as standards and obstacles to incentivizing participation.\"}]","How to Unlock the Power of Prison Education | PDF",1792047855,106]