Resource Community Higher Education in Prison

In this research brief, researchers share findings from incarcerated students and alumni regarding their experiences with technology during enrollment in postsecondary education and participation in Second Chance Pell. 

In this research brief, researchers share findings from incarcerated students and alumni regarding their experiences with technology during enrollment in postsecondary education and participation in Second Chance Pell. 

In this research brief, researchers share findings from incarcerated students, alumni, and formerly incarcerated participants regarding their academic experiences during enrollment in postsecondary education and participation in Second Chance Pell. 

In this research brief, researchers share findings from incarcerated students, alumni, and formerly incarcerated participants regarding their academic experiences during enrollment in postsecondary education and participation in Second Chance Pell. 

In this research brief, researchers share findings from incarcerated students, alumni, and formerly incarcerated participants regarding their academic experiences during enrollment in postsecondary education and participation in Second Chance Pell. 

The 1994 Crime Bill barred incarcerated students from receiving Pell Grants. In 2015, the Second Chance
Pell Experiment began allowing a select number of institutions of higher education to provide Pell Grants to eligible incarcerated students. The Research Collaborative on Higher Education in Prison conducted at three-year study with participants at select Second Chance Pell sites to learn about their experiences with implementation. Administrators, program leaders, as well as currently and formerly incarcerated students and alumni participating in our Exploring the Experiences of Participants in Second Chance Pell study identified numerous challenges that they face in completing the Free Application for Federal Student Aid (FAFSA) and accessing Pell Grants in their current form. The challenges that study participants articulated are listed in the first column of the chart below.

The 1994 Crime Bill barred incarcerated students from receiving Pell Grants. In 2015, the Second Chance
Pell Experiment began allowing a select number of institutions of higher education to provide Pell Grants to eligible incarcerated students. The Research Collaborative on Higher Education in Prison conducted at three-year study with participants at select Second Chance Pell sites to learn about their experiences with implementation. Administrators, program leaders, as well as currently and formerly incarcerated students and alumni participating in our Exploring the Experiences of Participants in Second Chance Pell study identified numerous challenges that they face in completing the Free Application for Federal Student Aid (FAFSA) and accessing Pell Grants in their current form. The challenges that study participants articulated are listed in the first column of the chart below.

Passed in December 2020, the FAFSA Simplification Act amendments eliminate the 1994 ban on Pell Grants for students in state and federal prisons; incarcerated students who enroll in approved prison education programs will be able to access Pell beginning in 2023. From fall 2021 to spring 2022, the Research Collaborative on Higher Education in Prison at the University of Utah conducted 21 focus groups with over 100 currently or formerly incarcerated students and alumni. These students are among the few who have already received Pell Grants through the Second Chance Pell Experiment, launched in 2015. Below are the most frequently asked questions and answers from student and alumni focus groups, using the best available information as of October 2022. The larger project from which these data are drawn, Exploring the Experiences of Participants in Second Chance Pell, is a mixed methods research study examining the implementation and facilitation of the Second Chance Pell Experiment.

Passed in December 2020, the FAFSA Simplification Act amendments eliminate the 1994 ban on Pell Grants for students in state and federal prisons; incarcerated students who enroll in approved prison education programs will be able to access Pell beginning in 2023. From fall 2021 to spring 2022, the Research Collaborative on Higher Education in Prison at the University of Utah conducted 21 focus groups with over 100 currently or formerly incarcerated students and alumni. These students are among the few who have already received Pell Grants through the Second Chance Pell Experiment, launched in 2015. Below are the most frequently asked questions and answers from student and alumni focus groups, using the best available information as of October 2022. The larger project from which these data are drawn, Exploring the Experiences of Participants in Second Chance Pell, is a mixed methods research study examining the implementation and facilitation of the Second Chance Pell Experiment.

Passed in December 2020, the FAFSA Simplification Act amendments eliminate the 1994 ban on Pell Grants for students in state and federal prisons; incarcerated students who enroll in approved prison education programs will be able to access Pell beginning in 2023. From fall 2021 to spring 2022, the Research Collaborative on Higher Education in Prison at the University of Utah conducted 21 focus groups with over 100 currently or formerly incarcerated students and alumni. These students are among the few who have already received Pell Grants through the Second Chance Pell Experiment, launched in 2015. Below are the most frequently asked questions and answers from student and alumni focus groups, using the best available information as of October 2022. The larger project from which these data are drawn, Exploring the Experiences of Participants in Second Chance Pell, is a mixed methods research study examining the implementation and facilitation of the Second Chance Pell Experiment.

The research team asked if institutional leaders provide tuition statements to incarcerated students. If
so, the leaders were asked to provide de-identified student bills as part of their participation in the study. Five
institutions provided these documents. If they responded, the researchers described what each institution offered to their team. It is important to note that their team received this information and documents from administrators, not students. Thus, they cannot make claims regarding whether incarcerated students actually receive institutional tuition or billing statements.

The research team asked if institutional leaders provide tuition statements to incarcerated students. If
so, the leaders were asked to provide de-identified student bills as part of their participation in the study. Five
institutions provided these documents. If they responded, the researchers described what each institution offered to their team. It is important to note that their team received this information and documents from administrators, not students. Thus, they cannot make claims regarding whether incarcerated students actually receive institutional tuition or billing statements.

The research team asked if institutional leaders provide tuition statements to incarcerated students. If
so, the leaders were asked to provide de-identified student bills as part of their participation in the study. Five
institutions provided these documents. If they responded, the researchers described what each institution offered to their team. It is important to note that their team received this information and documents from administrators, not students. Thus, they cannot make claims regarding whether incarcerated students actually receive institutional tuition or billing statements.

This research brief draws on focus groups conducted by the Research Collaborative on Higher Education in Prison at the University of Utah with incarcerated students and formerly incarcerated alumni of prison higher education programs. The researchers examine the perceptions of federal student aid among student participants in the Second Chance Pell Experiment across four institutions. Specifically, they share perceptions of the communications students receive from program staff and administrators regarding financial aid, including FAFSA, tuition statements, and refunds. 

This research brief draws on focus groups conducted by the Research Collaborative on Higher Education in Prison at the University of Utah with incarcerated students and formerly incarcerated alumni of prison higher education programs. The researchers examine the perceptions of federal student aid among student participants in the Second Chance Pell Experiment across four institutions. Specifically, they share perceptions of the communications students receive from program staff and administrators regarding financial aid, including FAFSA, tuition statements, and refunds. 

This research brief draws on focus groups conducted by the Research Collaborative on Higher Education in Prison at the University of Utah with incarcerated students and formerly incarcerated alumni of prison higher education programs. The researchers examine the perceptions of federal student aid among student participants in the Second Chance Pell Experiment across four institutions. Specifically, they share perceptions of the communications students receive from program staff and administrators regarding financial aid, including FAFSA, tuition statements, and refunds. 

This brief examines student and alumni understandings of federal student aid. Specifically, this brief explores their perceptions and understandings of the Pell Grant, eligibility for the Pell Grant - including lifetime eligibility used (LEU) limits - and how these percepeptions might influence students' postsecondary educational journeys. 

This brief examines student and alumni understandings of federal student aid. Specifically, this brief explores their perceptions and understandings of the Pell Grant, eligibility for the Pell Grant - including lifetime eligibility used (LEU) limits - and how these percepeptions might influence students' postsecondary educational journeys. 

This brief examines student and alumni understandings of federal student aid. Specifically, this brief explores their perceptions and understandings of the Pell Grant, eligibility for the Pell Grant - including lifetime eligibility used (LEU) limits - and how these percepeptions might influence students' postsecondary educational journeys. 

This research brief draws upon three years of data collection through a national mixed-methods project,
Exploring the Experiences of Participants in Second Chance Pell. Here we highlight the perspectives of Pell recipients enrolled at four institutions of higher education participating in the federal Experiment. Specifically, we focus on students’ perceptions of the costs of postsecondary education and the Pell Grant. Overall, students report that they incur many expenses to participate in postsecondary education that are not covered by Pell. 

This research brief draws upon three years of data collection through a national mixed-methods project,
Exploring the Experiences of Participants in Second Chance Pell. Here we highlight the perspectives of Pell recipients enrolled at four institutions of higher education participating in the federal Experiment. Specifically, we focus on students’ perceptions of the costs of postsecondary education and the Pell Grant. Overall, students report that they incur many expenses to participate in postsecondary education that are not covered by Pell. 

This research brief draws upon three years of data collection through a national mixed-methods project,
Exploring the Experiences of Participants in Second Chance Pell. Here we highlight the perspectives of Pell recipients enrolled at four institutions of higher education participating in the federal Experiment. Specifically, we focus on students’ perceptions of the costs of postsecondary education and the Pell Grant. Overall, students report that they incur many expenses to participate in postsecondary education that are not covered by Pell. 

This research brief draws upon three years of data collection through a national mixed-methods project, Exploring the Experiences of Participants in Second Chance Pell. Here we draw from the perspectives of higher education administrators and practitioners participating in the federal Experiment. Specifically, we focus on their perceptions and experiences as to whether the Pell Grant adequately covers the costs of providing high-quality postsecondary education in prison. Unquestionably, administrators and practitioners report that the Pell Grant alone is insufficient. In particular, they remark that various costs associated with the program cannot be covered by Pell, including one of their greatest needs: staff necessary to support existing and prospective students. Consequently, personnel in this sample often take on responsibilities with the prison higher education program that fall outside of their contracted duties with the college or university. 

This research brief draws upon three years of data collection through a national mixed-methods project, Exploring the Experiences of Participants in Second Chance Pell. Here we draw from the perspectives of higher education administrators and practitioners participating in the federal Experiment. Specifically, we focus on their perceptions and experiences as to whether the Pell Grant adequately covers the costs of providing high-quality postsecondary education in prison. Unquestionably, administrators and practitioners report that the Pell Grant alone is insufficient. In particular, they remark that various costs associated with the program cannot be covered by Pell, including one of their greatest needs: staff necessary to support existing and prospective students. Consequently, personnel in this sample often take on responsibilities with the prison higher education program that fall outside of their contracted duties with the college or university. 

This research brief draws upon three years of data collection through a national mixed-methods project, Exploring the Experiences of Participants in Second Chance Pell. Here we draw from the perspectives of higher education administrators and practitioners participating in the federal Experiment. Specifically, we focus on their perceptions and experiences as to whether the Pell Grant adequately covers the costs of providing high-quality postsecondary education in prison. Unquestionably, administrators and practitioners report that the Pell Grant alone is insufficient. In particular, they remark that various costs associated with the program cannot be covered by Pell, including one of their greatest needs: staff necessary to support existing and prospective students. Consequently, personnel in this sample often take on responsibilities with the prison higher education program that fall outside of their contracted duties with the college or university. 

The Second Chance Pell Experimental Sites Initiative, launched in 2015, has already impacted the landscape of prison higher education by increasing the number of colleges and universities providing in-prison postsecondary education. This research brief draws upon three years of data collection through a national mixed-methods project, Exploring the Experiences of Participants in Second Chance Pell. Here, we include data collected from the staff at four higher education institutions in financial aid, admissions, and registrar or related unit. The larger study focused on nine institutions participating in the Second Chance Pell Experiment. This brief focuses on a subset of four institutions that had the capacity to provide our research team with de-identified student data in a timely manner.

The Second Chance Pell Experimental Sites Initiative, launched in 2015, has already impacted the landscape of prison higher education by increasing the number of colleges and universities providing in-prison postsecondary education. This research brief draws upon three years of data collection through a national mixed-methods project, Exploring the Experiences of Participants in Second Chance Pell. Here, we include data collected from the staff at four higher education institutions in financial aid, admissions, and registrar or related unit. The larger study focused on nine institutions participating in the Second Chance Pell Experiment. This brief focuses on a subset of four institutions that had the capacity to provide our research team with de-identified student data in a timely manner.

The Second Chance Pell Experimental Sites Initiative, launched in 2015, has already impacted the landscape of prison higher education by increasing the number of colleges and universities providing in-prison postsecondary education. This research brief draws upon three years of data collection through a national mixed-methods project, Exploring the Experiences of Participants in Second Chance Pell. Here, we include data collected from the staff at four higher education institutions in financial aid, admissions, and registrar or related unit. The larger study focused on nine institutions participating in the Second Chance Pell Experiment. This brief focuses on a subset of four institutions that had the capacity to provide our research team with de-identified student data in a timely manner.

Launched in 2015, the Second Chance Pell Experiment allowed a select number of institutions of higher
education to provide Pell grants to incarcerated students. Seven years later, and on the cusp of Pell
expansion, there are a few noteworthy impacts of the Federal Experiment:
» As of 2022, up to 200 institutions of higher education can participate in the federal Experiment.
» Over 28,000 unduplicated students enrolled in postsecondary education through the Second Chance
   Pell Experiment from 2016-2021.
» Across the pilot’s first 2 years, institutions awarded approximately $35.6 million in Pell Grants to about
   8,800 incarcerated students.

A lesser known yet critical area of knowledge and understanding is how, specifically, some incarcerated
students are able to participate in the Experiment and others are not. At the heart of this inquiry is
certainly a question about college admissions, but one that is uniquely rooted in the context of equity
and opportunity during incarceration. Until recently, the ways that incarcerated people became part of
the Experiment were largely unknown beyond anecdotal information from practitioners and participants.
Consequently, serious questions about the Pell Grant in prison and issues of equity and access persist.

Launched in 2015, the Second Chance Pell Experiment allowed a select number of institutions of higher
education to provide Pell grants to incarcerated students. Seven years later, and on the cusp of Pell
expansion, there are a few noteworthy impacts of the Federal Experiment:
» As of 2022, up to 200 institutions of higher education can participate in the federal Experiment.
» Over 28,000 unduplicated students enrolled in postsecondary education through the Second Chance
   Pell Experiment from 2016-2021.
» Across the pilot’s first 2 years, institutions awarded approximately $35.6 million in Pell Grants to about
   8,800 incarcerated students.

A lesser known yet critical area of knowledge and understanding is how, specifically, some incarcerated
students are able to participate in the Experiment and others are not. At the heart of this inquiry is
certainly a question about college admissions, but one that is uniquely rooted in the context of equity
and opportunity during incarceration. Until recently, the ways that incarcerated people became part of
the Experiment were largely unknown beyond anecdotal information from practitioners and participants.
Consequently, serious questions about the Pell Grant in prison and issues of equity and access persist.

Launched in 2015, the Second Chance Pell Experiment allowed a select number of institutions of higher
education to provide Pell grants to incarcerated students. Seven years later, and on the cusp of Pell
expansion, there are a few noteworthy impacts of the Federal Experiment:
» As of 2022, up to 200 institutions of higher education can participate in the federal Experiment.
» Over 28,000 unduplicated students enrolled in postsecondary education through the Second Chance
   Pell Experiment from 2016-2021.
» Across the pilot’s first 2 years, institutions awarded approximately $35.6 million in Pell Grants to about
   8,800 incarcerated students.

A lesser known yet critical area of knowledge and understanding is how, specifically, some incarcerated
students are able to participate in the Experiment and others are not. At the heart of this inquiry is
certainly a question about college admissions, but one that is uniquely rooted in the context of equity
and opportunity during incarceration. Until recently, the ways that incarcerated people became part of
the Experiment were largely unknown beyond anecdotal information from practitioners and participants.
Consequently, serious questions about the Pell Grant in prison and issues of equity and access persist.

Exploring the Experiences of Participants in Second Chance Pell is a mixed methods research study examining the implementation and facilitation of the Second Chance Pell Experiment commenced in 2019 and includes data collected from staff, students, and alumni affiliated with nine higher education institutions. This brief provides an introduction and executive summary for all reports included in the series titled, Pell is Not Enough.

Exploring the Experiences of Participants in Second Chance Pell is a mixed methods research study examining the implementation and facilitation of the Second Chance Pell Experiment commenced in 2019 and includes data collected from staff, students, and alumni affiliated with nine higher education institutions. This brief provides an introduction and executive summary for all reports included in the series titled, Pell is Not Enough.

Exploring the Experiences of Participants in Second Chance Pell is a mixed methods research study examining the implementation and facilitation of the Second Chance Pell Experiment commenced in 2019 and includes data collected from staff, students, and alumni affiliated with nine higher education institutions. This brief provides an introduction and executive summary for all reports included in the series titled, Pell is Not Enough.

This paper reviews the evidence on the impact of correctional education programs on post-
release outcomes.

A PowerPoint detailing the evaluation results of the implementation study for the Pathways from Prison to Post-Secondary Education Project. The RAND Corporation and RTI Internation were selected to evaluate the pilot projects. 

The Incarceration Nations Network (INN) developed this toolkit to push for long-term systemic change that moves spending away from futile punishment and devastating harm and toward community justice. This toolkit describes what this effort looks like in the context of the United States. 

Produced by Incarceration Nations Network (INN) and its global justice partners, this document examines how virtual education is implemented behind bars, what it looks like around the world, the benefits and concerns of virtual education, and some do's and don't that allow education in prisons to continue. 

Produced by Incarceration Nations Network (INN) and its global justice partners, this document examines how virtual education is implemented behind bars, what it looks like around the world, the benefits and concerns of virtual education, and some do's and don't that allow education in prisons to continue. 

In collaboration with their global justice partners, the Incarceration Nations Network (INN) developed this Virtual Justice Toolkit to examine research and practical experience from around the world. This toolkit provides guidance on the Dos and Donts of virtual justice. 

In collaboration with their global justice partners, the Incarceration Nations Network (INN) developed this Virtual Justice Toolkit to examine research and practical experience from around the world. This toolkit provides guidance on the Dos and Donts of virtual justice. 

This report summarizes the impact of BPI’s work on prison and education policy and the lives of the individuals who participate in and graduate from their programs.

This report summarizes the impact of BPI’s work on prison and education policy and the lives of the individuals who participate in and graduate from their programs.

This report summarizes the impact of BPI’s work on prison and education policy and the lives of the individuals who participate in and graduate from their programs.