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

2. Jail or Prison-Based GED Program

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

4. 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.

5. 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.

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

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

8. 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

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

10. 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.

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

12. 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.

13. 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Decisions withdrawn -- hobbles goal-setting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.

14. 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

15. 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

16. 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.

17. 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.

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

19. 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

20. 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.

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

22. Lecture 2

23. Lecture 2

24. Lecture 2

25. Lecture 2

26. Lecture 2

27. Lecture 2