Jail or Prison-Based GED Program 40% inmates completed high school 85% in the general population

Jail or Prison-Based GED Program

Jail or Prison-Based GED Program Prison inmates GED instruction 33% Prison 22% Jail

GED Program 1. “School-environment” reasons Inmate education dropouts Three Categories: Public Schools 1. “School-environment” reasons 2. “Self-environment” reasons 3. “Non-environmental” factors.

School Environment 1) Minimum required assessment scores Public Schools Factors force a student to dropout Within administrative control 1) Minimum required assessment scores 2) Attendance policies; 3) Poor or disruptive behavior.

School Environment Mind-games abound Jail and Prison Schools Social aspects of environment Mind-games abound Access to instruction controlled by inmate leaders.

Cunning manipulation -- “pecking order,” -- self-amusement Not disruptive behavior by inmate student Disruptive behavior by the student’s peers.

Self-Environment Public Schools Lure a student out 1) illnesses; 2) financial or employment challenges 3) family-related challenges such as marriage, divorce, or childbirth

Jail and Prison Schools Self-Environment Jail and Prison Schools Stigma 1) Racial identity 2) Under-educated 3) Low-income, 4) Conviction.

Self-Environment 1. Self-confidence 2. Non-delinquent role-models 3. No incentive to improve. 4. Absence of contact with family insulated from future plans.

Non-Environmental Not by forcing or luring the student Slow attrition of motivation

Non-Environmental Overall academic disengagement. Public schools 1) academic content vs real-world applicability 2) General apathy 3) Disillusionment with staff or institution Overall academic disengagement.

Non-Environmental Jail or Prison schools Prison Infrastructure -- inmate’s psyche Blocks the desire to finish. Lack of free-will defeats focus Decisions withdrawn -- hobbles goal-setting No accountability to the future.

Line of bodies -- identical movements No stimuli for independent mindset – Thoughts rarely extend to new future No connect between present routine and outside world Apathetic about improvement

Race and Gender 1. Knowledge about culturally diverse allow special considerations when educating marginalized ethnic groups 2. Adjustments to structural environment to accommodate differences between male and female

Race African American -- School-environment Expulsions, suspensions, or failing to get on well with teachers. African Americans -- challenged by systemic policies forcing them out aside from their own behavioral problems.

Race Latino highest in self-environment factors -- job or family-related “not feeling safe.” Additional counseling to help Latino students cope with challenges not under their control.

Race Caucasian students highest non-environmental category “Not feeling like they belong,” or “not liking school”

Gender Females -- dropout for self-environment reasons -- lured out public schools Females -- dropout for self-environment reasons -- lured out “she became pregnant.” pregnancy is not a consideration prisons and jails Females learning for sake of learning Males motivation: attain certificate

Gender Males forced out Public Schools Males forced out Failing school” or “could not keep up with schoolwork,” Females lured out. Females self fulfilment, Males for self-improvement.

Summary Knowing categories Knowing that men-women, and racial backgrounds cluster in categories

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