Education records of 1,193 inmates who enrolled in a county prison corrections education program in Pennsylvania from January 1981 through December 1988 were used to evaluate the outcomes of the program. The number of years of formal education, education program placement test scores, end of class cycle test scores, student's stated goal or purpose for enrolling, class completion and attendance rates, and outcomes were cross-tabulated and analyzed by the student's race, gender, marital status, and the person or agency who referred the student to the program. Significant differences were found to exist in each of the comparisons. The percentage of racial minorities in both the prison population and the education center population was found to be significantly higher than the overall county population. The years of formal education for the black group were significantly higher than for the other racial groups. Males represented a significantly higher proportion in both the education center's and the prison's population. Females were found to have significantly higher formal education levels. Students who were referred by other inmate students improved significantly in both mathematics and reading, whereas students referred by other sources failed to improve in either subject. Students who were married failed to improve, whereas single and separated students significantly improve in mathematics and/or reading. (Document includes 35 tables, 18 references, and student intake forms.) (KC)