Although it is known that many persons under community supervision need and eventually want correctional education programs, little is known about the providers and characteristics of these educational programs. This report provides an overview of initiatives at the national and state levels supporting new approaches to community supervision and the types of education services available to those under community supervision. It is intended for adult education and criminal justice practitioners and administrators interested in establishing a community-based correctional education program or strengthening an existing program, as well as federal and state policymakers. The report outlines the characteristics of community-based correctional education programs, including their organizational structure, target population, curriculum, instruction, instructor preparation, and partnerships. It also describes the challenges of community-based correctional education, shares collected advice on how such services can be strengthened, and discusses implications for federal and state policy. The report is based on information gathered from discussions with representatives of 15 community-based correctional education programs in 10 states--Arizona, California, Georgia, Illinois, Indiana, New Hampshire, New Jersey, New Mexico, New York, and Texas--chosen according to recommendations from researchers and practitioners in the field. In examining these community-based correctional education programs, this report provides insight regarding the following questions: (1) What are federal and state policymakers and national organizations doing to support community-based correctional education programs?; (2) What are the various organizational structures of community-based correctional education programs?; (3) What target populations do these programs serve?; (4) What curriculum and instructional approaches do community-based correctional education programs use and how do they prepare their instructors?; (5) Who are their community partners?; (6) What challenges do these programs face and how are those challenges being addressed?; and (7) What additional support do community-based correctional education programs need? (Contains 11 footnotes.)