Compared recidivism rates of inmates who earned their General Educational Development (GED) certificate while incarcerated (n=2,330) with those who were released with no degree (n=9,419) and those who already had a high school diploma (n=4,868). Findings indicate that those who earned a GED had a significantly lower recidivism rate. (Contains 13…

A survey of 176 correctional educators serving incarcerated juveniles with and without disabilities indicated that most provide opportunities for students to earn their General Educational Development (GED) certificates and develop vocational skills. Individualized instruction was the predominant approach for both groups of students. (Contains 39…

A study to determine the extent of differences between inmates who used computer-assisted instruction and those who received traditional instruction in a prison education program found no differences in posttest scores. Possible explanations included attitudes toward testing, motivation, teacher support, dynamics of prison culture, and software…

Identifies problems with recidivism as an evaluation measure in correctional education. Addresses recidivism as a moral issue. Describes procedures to improve the effectiveness of recidivism studies. (JOW)

Reviews of evaluation reports on 12 adult basic education (ABE) and 5 basic living skills programs were used to draw conclusions about the effectiveness of those programs. Findings indicate that ABE programs show promise for decreasing recidivism. (JOW)

Project Horizon, Utah's statute to reduce the economic and social cost of recidivism, shifted funding for correctional education to the state education agency. Parolees who participated in Project Horizon had an 18-20 percent lower recidivism rate than nonparticipants and found post-release jobs 89 percent of the time. (JOW)

Recidivism rates for graduates of two correctional education programs in Washington were compared with statewide rates for all inmates released 1985-1987. Recidivism rates showed significant improvement when exposure to educational programs was extensive enough for individuals to receive diplomas and certificates. (JOW)

A study designed to assess the impact of correctional education programs in Virginia on recidivism examined records of 3,000 inmates released 1979-1994. Findings suggest that completion of an educational program while incarcerated may be positively and directly related to post-release community adjustment. (Author/JOW)

A survey of 430 supervisors and instructors and 389 inmates measured their perceptions of the effectiveness of vocational programs in correctional facilities in New York State. Findings indicated that inmates and instructors thought that the program was effective in improving interpersonal skills and employment skills. (JOW)

Personality inventory scoring of 90 correctional educators working in Washington penal institutions yielded 27 factors describing personality characteristics. It was determined that 15 of these factors are valuable in describing the characteristics of those working in successful programs. (JOW)

A study gathered data on 207 of the 248 students who were released from a juvenile correctional center. The conclusion was that academic and vocational education are highly efficient ways to reduce recidivism and that money for the education of incarcerated youth is well spent. (JOW)

Reports results of a Minnesota field-based study indicating that prerelease/transition programming and support must begin upon entry, continue during incarceration, and continue after release. Lists 10 areas of focus for effective programs and includes an annotated bibliography of 12 manuals and resources for transition programs. (JOW)

There is a clear relationship between learning disability and juvenile delinquency, as seen in a study comparing juvenile delinquents and seventh-grade students. (JOW)

Results of a study of 61 voluntary and 84 mandatory participants in the General Educational Development program failed to indicate a statistically significant difference in academic achievement when the participation in literacy programs was either mandatory or voluntary. The findings support mandatory literacy programs in corrections. (Author)

To determine the preferred method for obtaining new information, Canfield's Learning Styles Inventory was used with 120 participants in a recidivism program at Utah State Prison. The chi-square test suggests that respondents are significantly different from the general population regarding their preferred method of learning. (Author/JOW)