Austin MacCormick's 1931 model for correctional education is applicable in today's prisons. It describes the program, facilities, teaching staff, and curriculum, which includes literacy, math, social sciences, health, vocational, social, and cultural education. (SK)

After the elimination of federal Pell Grants and Ohio Instructional Grants for prison postsecondary education, Ohio Penal Education Consortium conducted studies of recidivism demonstrating the positive effects of educational programs. Funding was obtained for the kind of college programs that significantly lower recidivism. (SK)

The Norwegian government recognizes that, in order to reduce recidivism, community institutions such as schools, social services, and employment and health agencies are all responsible for postrelease care of offenders. Follow-up transition classes and cooperation with the probation service are part of a total approach to aftercare. (SK)

This article reports some cautions to consider when too much emphasis is placed on phonic instruction, especially with adolescent and adult learners. The importance of developing automaticity in word identification and fluency in reading rate is discussed. Six specific procedures designed to improve reading fluency are outlined. (Author/CT)

Legal education for prisoners integrates the goal of protecting prisoners' rights with correctional education goals. Legal education benefits from the resources in prison law libraries and high student motivation. Special problems include unrealistic prisoner goals and expectations and lack of necessary basic skills. (Author/CH)

Suggests the possible components of a model comprehensive vocational and career readiness program for correctional institutions. The components address areas related to (1) social skills, (2) job acquisition skills, (3) work performance skills, and (4) basic day-to-day "survival" skills. (Author/CH)

Based on two courses taught by the author, the article focuses on the challenges of prison teaching at the college level. It discusses inmate motivation for taking courses, dangers of advising inmates on legal matters, and scheduling problems specific to correctional institutions. (Author/CH)

The authors argue that the central struggle of correctional education organizational history has been to secure, consolidate, and improve correctional education services. They state that establishing a correctional school district is helpful in achieving this goal. Strategies are recommended. (Author/CH)