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It synthesizes literature and conducts thematic analysis focused on program scope, the hidden curriculum shaping educational continuity, and the development of digital skills. 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Navigating the Hidden Curriculum of College Through Coursework and One-on-One Support  \n17 2.2. Creating Cultures of Support Through Dedicated Physical Spacesand Community Building  \n17 2.3. Designing Programs and Coursework to Maximize Flexibility  \n19 Theme 3: Building Digital Skills Through Access and Programming  \n20 Theme 4: Addressing Financial Barriers Through Financial Aid and Direct Assistance  \n23 CONCLUSION  \n24 APPENDIX 1: SELECT GLOSSARY  \n26 APPENDIX 2: METHODS  \n27 APPENDIX 2.1: FOCUS GROUP AND INTERVIEW QUESTIONS  \n27 APPENDIX 2.2: FOCUS GROUP AND INTERVIEW PARTICIPANTS  \n29 APPENDIX 3: REFERENCES  \nNew England Prison Education Collaborative 1  \nPREFACE  \nAcknowledgements  \nThe New England Prison Education Collaborative (NEPEC) team at the New England Board of Higher Education (NEBHE) wishes to express our gratitude to the numerous individuals who helped to shape this white paper. Firstly, we would like to thank the members of the Higher Education Working Group (HEWG), who—through their expertise and knowledge—informed the topic and direction of this paper. We would also like to thank every individual who participated in any stage of the research for this publication (see Appendix 2.2 for a full list of focus group and interview participants).  \nSeveral NEBHE team members made contributions at various points. Thanks go to NEPEC Project Manager Zeia Fawaz, for her primary authorship of this white paper; NEPEC Director Sarah Kuczynski, for her executive leadership; NEBHE Tuition Break Director Lyndsay Parks, for her creative design contributions; and NEBHE Communications Director Peggy Hayes and NEBHE President and CEO Michael Thomas, for their support in reviewing this publication  \nAdditionally, the NEPEC team thanks Natalie Pangaro for her intentional and professional design contributions, which helped bring this paper to life. Thanks also go to the early reviewers of this publication: HEWG members, NEPEC’s Regional Advisory Council, and research participants. Their feedback on draft content proved invaluable to the final version. Lastly, NEPEC thanks Ascendium Education Group whose grant has made this work possible and, in particular, Senior Strategy Officer Molly Lasagna for her continued support.  \nAbout NEPEC  \nThe New England Prison Education Collaborative (NEPEC) is a regional initiative directed by the New England Board of Higher Education (NEBHE). In February 2024, NEBHE was awarded five years of grant funding from Ascendium Education Group to establish NEPEC in an effort to build upon the recommendations of the 2023 New England Commission on the Future of Higher Education in Prison, a nine-month regional convening of leaders from across multiple sectors aimed at preparing the region for the reinstatement of federal Pell Grant eligibility for all currently incarcerated learners.  \nThrough NEPEC, NEBHE seeks to accelerate, support, and collaborate to realize a future in which every incarcerated person in New England has access to high-quality, workforce-aligned postsecondary opportunities with a diverse range of educational pathways.  \nAbout NEBHE  \nHigher education is New England’s most critical sustainable resource. The region’s governors knew that over 70 years ago when they founded the New England Board of Higher Education (NEBHE).Today, NEBHE promotes greater education opportunities and services for the residen","cbCaiqCYQ4cntSAu","https://ap.wps.com/l/cbCaiqCYQ4cntSAu","pdf",489508,36,"English","# Preface\n## Executive Summary\n# Introduction\n# Literature Review\n## An Introduction to Reentry\n## The Postsecondary Institution’s Role in Reentry\n# Thematic Analysis\n## Theme 1: The Scope of Postsecondary Programs During Reentry\n## Theme 2: The Hidden Curriculum of College, Campus Culture, and Program Design Impacting Educational Continuity\n## Theme 3: Building Digital Skills Through Access and Programming\n## Theme 4: Addressing Financial Barriers Through Financial Aid and Direct Assistance\n# Conclusion\n# Appendix 1: Selected Glossary\n# Appendix 2: Methods\n## Focus Group and Interview Questions\n## Focus Group and Interview Participants\n# Appendix 3: References","[{\"question\":\"What supports does the paper discuss for overcoming barriers during reentry?\",\"answer\":\"It addresses financial barriers through financial aid and direct assistance, and it emphasizes building digital skills via access and programming, alongside in-person supports and flexible course design.\"}]","The Current State of Academic Reentry in New England - A Landscape Analysis | PDF",1792057479,91]