Prison Education Makes A Difference

The original prison in America was designed to confine and isolate the criminal violator from law abiding citizens. Within the confines of those dreary concrete and steel perimeters, two different systems - Auburn (1817) and Philadelphia (1829) existed to achieve a similar purpose. While Auburn emphasized hard labor as punishment, the Philadelphia model relied on total isolation. Criminal behavior was viewed as a disease and experts thought of silence, separation and sayonara as appropriate treatment. The correlation between the abolition of slavery and the creation of the prison structure is ironic, as the latter uses hard labor and isolation to achieve its goal. Such attitudes prevail.

It is a widely held belief that the goal of time spent in prison is to change the thoughts and actions of the convicted felon and return the individual to society as a positive contributor. Most human beings in prison would prefer to reside in a community without barbed wire and cell blocks. Repeat offenders do not enthusiastically seek to share a 6 X 8 cubicle with others for numerous years in a stressful and hostile environment. It is very important to ascertain why the individual was initially confined (and subsequently imprisoned) in order to disrupt the "revolving door" trend of offenders.

A significant factor in determining the success of a parolee is his or her educational level. It is clear that, prior to being imprisoned, most of these individuals were unemployed and had less academic achievement than the national average. According to Massachusetts Department of Corrections' statistics, less than 10% of prisoners participate in the college program. The majority of inmates are being released without a high school diploma or G.E.D. There is no data available concerning the recidivism rate of the college graduates/participants of the prison education program, though Boston University has granted degrees (Associates, Bachelors and Masters) to Massachusetts prisoners for twenty-five years. A proposal has been submitted to Boston University to research the impact of a college education on current and former prisoners.

There are national studies that reveal it is less expensive to educate prisoners and prepare for release, than to allow them to return to the community in worse condition and possibly re-offend. Pell grants were available until the mid nineties to help colleges defray program expenses, at which time Senator Jessie Helms led a "get tough on crime" campaign to deny eligibility to the

convicted felon. According to the findings of "College Education And Recidivism: Educating Criminals Is Meritorious" (Stevens and Ward) September, 1997 issue, Journal of Correctional Education, only 3 of the 60 inmates released from North Carolina prisons returned as repeat offenders, in a 3 year period. The entire group had obtained college degrees during their

incarceration and the 3 violators completed an associates degree program. The recidivism rate for the general prison population in North Carolina during this same period was approximately forty percent.

Depending on the varying security levels of the prison population in the facility, the average cost of confinement is $100/daily. Based upon the above data 24 prisoners (40% of 60 releasees) would have returned to the institution, instead of 3. Due to the success of higher learning, twenty-one human beings are now productive citizens in the community, with a taxpayer savings of $2,100 daily, $14,700. weekly, over $760,000 annually. Other states, such as Maryland, Illinois and New York report a sharp decline in the return of college educated felons to the criminal justice system. The state of Texas has projected savings from over $11 million up to $130 million by simply providing educational opportunities to the prison population.

In one of the most notorious prisons in the country, San Quentin, an associate degree program has been available for almost 4 years. Prior to the elimination of the $2,500 Pell grants for prisoners, there were at least 350 higher education programs offered within the criminal justice systems. An article entitled "Prisoner Reform" in the Pacific Sun, 3/8/00 stated that by 1997 that number had dropped to 8. Suddenly, many inmates had more time to watch TV. California prisons have the largest convict population in the United States and the state opens a new facility every year. Prison education programs are management tools, as well, for administrators to ensure a safe and healthy environment.

A research project was undertaken at Bay State Correctional Center in Norfolk, Massachusetts. Thirty prisoners of a 300 man population were approached, given a questionnaire and interviewed by the project coordinator, a BU alumnus convict. The only criterion for participation was to have completed a Boston University degree program. Of this core group, the earliest BU graduate was in 1979 and the latest was June commencement 2000. 26 men obtained bachelor's degrees, 15 completed the graduate (MLA) program and 10 successfully participated in both components of the BU prison education project. The number of years spent in prison ranged from 6 to 31, the average being 18.5 years. This group included 11 first degree lifers, 13 second degree lifers and 6 men sentenced to various numbers of years.

Though the participants of the Bay State study remain confined, numerous benefits can be highlighted as a result of the dynamics of learning in the college classroom. Some of the questionnaire responses included: "I have a more detailed world view", "self-esteem and self-worth", "new opportunities". Another benefit is "being able to accept responsibility for behavior." One respondent was unable to identify any benefits, while in chains, because the jobs are menial and material acquisition is quite low. Advanced degree graduates highlight benefits and tend to use the learning skills more in daily activities than undergraduates.

What else is needed to make prison time positive and productive? Respondents suggested a need for certificate and Associate Degree programs, with specific emphasis on computer technology. The purpose is to offer a post-GED opportunity to fulfill the BU requirement of 3 basic college courses for admittance into the program. Another idea proposed was a Ph.D. or Certificate of Advanced Graduate Study (CAGS) to allow interested persons to teach others within the prison system. The overall goal is to return the prisoner to society as a productive citizen. Academic programs play a crucial role in this venture.

Prisoners have been leaving Massachusetts facilities with Boston University degrees for over 20 years and never returning to the life of crime. They function in the community as human service professionals, counselors, teachers and entrepreneurs, instead of thieves or violent offenders. Even though a number of BU graduates have not been released, the Prison Education Program continues to impact the role of its alumni in the Massachusetts prisons. Through barbed wire, educated men and women direct rehabilitative programs, tutor other prisoners, and mentor at-risk youth to change negative behavior. A participant in the research project wrote, "The degree has given me the confidence to do anything I desire to do throughout life, legally."

Published by Mass Dissent  Oct/Nov 2000

Arnie King obtained an Associate's Degree (1983), a Bachelor's Degree (1986) and a Master's Degree (1990) and is currently taking graduate courses through B.U.