Postsecondary education programs in prisons collect data on their students to inform program planning; assess students’ academic progress and outcomes; and meet institution, government, and funder reporting requirements. Also, programs applying to the U.S. Department of Education to become an approved prison education program (PEP) must include documentation in their application showing that their postsecondary institution has entered into an agreement with the oversight entity (typically a state department of corrections [DOC]) to obtain data on the transfer and release dates of incarcerated individuals. This resource walks you through the process of establishing consistent access to relevant DOC data on students who are incarcerated through the use of data use agreements (DUAs), also known as data sharing agreements (DSAs), with their DOC partners.

Investments in education programs for students who are incarcerated have increased, but gender inequities in access persist. Seven women share first-person accounts of the challenges of studying while incarcerated. 

Will Anderson, who is currently incarcerated in Minnesota Correctional Facility-Faribault, offers postsecondary leaders advice about overcoming challenges they may face when launching college programs in corrections facilities.

This article from Jobs for the Future was written by Shaun Libby, who was formerly incarcerated and was enrolled in the Maine State Prison college program. The author states that "investing in prison education and work opportunities inspires hope, prepares residents for reentry, and reduces recidivism while also fostering positive improvements in prison culture."

This resource follows Alexa Garza’s journey through the walls of prison education and the maze of reintegration struggles, as she shares insights on breaking barriers and advocating for second chances.

To have consistent access to relevant DOC data on students who are incarcerated, postsecondary institutions should establish data use agreements (DUAs), also known as data sharing agreements (DSAs), with their DOC partners. This brief breaks down the basics of establishing a DUA.

This brief describes the factors to consider when planning an evaluation of a postsecondary education in prison program. Evaluations are critical tools for assessing whether a program has been implemented as intended and equitably, informing program development or improvements, and assessing the effects of a program on student outcomes.

People who are incarcerated have historically been vulnerable to exploitation in research. This brief highlights resources on best practices for researchers to protect the autonomy, privacy, and rights of individuals who are incarcerated.

This press release details the U.S. Department of Education's announcement of a new path for borrowers who are incarcerated to exit default through consolidation, providing them access to improved credit and to better repayment options than ever before. Borrowers who had student loans before becoming incarcerated can now consolidate their loans to get out of default, providing them with certain types of loans—including Perkins Loans and commercially held Federal Family Education Loan Program (FFEL) loans—to gain access to income-driven repayment (IDR) plans like the Saving on a Valuable Education (SAVE) Plan. Borrowers who are incarcerated can still sign up for Fresh Start until September 30, 2024, as an additional option to exit default. Previously, this population of borrowers would have to rehabilitate their loans to get out of default, rather than having the option to consolidate.

This news article from the Washington Post explores how thousands of minors like Yusef Qualls-El, who is highlighted in the article, received sentences of life without parole and entered prison at an age when their peers were going to college or starting their careers. But inside, education is often reserved for those who will soon return to society. As a result, those who were seen as the least likely to get out had the fewest opportunities. The article showcases Yusef Qualls-El's story and his next steps.

This article reports that many people in Illinois prisons believe they are not getting the full sentence reductions allowed under a new law that gives credit for participating in education, work, and other programs. As many as 1,000 people who are still in custody could be eligible for immediate release if they received proper sentence recalculations. 

This article discusses results published by the Massachusetts Institute of Technology (MIT) and University of Massachusetts Lowell of a two-year study of Brave Behind Bars, MIT's web design program for incarcerated students. The qualitative study evaluated the effects of teaching HTML and JavaScript to incarcerated students, highlighting a notable increase in their self-confidence and digital competencies—key factors in reducing recidivism, or the rate at which people who are released return to prison. 

Twenty women at Denver Women's Correctional Facility will be part of a new bachelor's degree program. Students in the program, run by Adams State University, will be able to choose between a sociology or business track. This article describes the program and the reactions of the community. 

Reinstating federal Pell Grants for incarcerated students comes with steep challenges.

The importance of providing incarcerated individuals with meaningful education, skill-building, and paid opportunities with livable wages has gained recognition in recent years. Such paid programs not only benefit the individuals involved, but also have far-reaching positive impacts on society. Looking to examples set by states like Maine and Colorado, California has a valuable opportunity to embrace and expand upon paid initiatives for the benefit of incarcerated individuals and the state.

Accessing high-speed internet in correctional settings can serve as a conduit for incarcerated individuals to receive vocational and technology training programs and set them on a path to success. This recorded webinar highlights state and local examples of how leaders in this space are creating economic development opportunities for justice-impacted individuals and how they are defining their digital equity baselines, indicators, and goals, as well as tools they use to measure success. 

The reinstatement of Pell Grant eligibility for incarcerated individuals marks a pivotal moment in the landscape of higher education in prison (HEP) programming in the United States. However, despite this promising development, financial barriers persist, hindering the growth and sustainability of HEP initiatives. This qualitative study delves into the challenges faced by faculty, staff, and administrators within Pennsylvania's colleges and universities as they establish and operate HEP programs amidst an evolving funding environment. Drawing on interviews with nine HEP administrators across the state, the study explores obstacles they confront, ranging from the Pell Grant funding gap to logistical hurdles such as access to educational materials and technology. Moreover, demographic disparities and security concerns emerge as significant factors impacting the relationship between HEP programs and the Pennsylvania Department of Corrections (DOC). The findings extend beyond financial constraints, revealing broader systemic barriers to equitable and accessible HEP programming. The authors provide potential policy solutions to address these multifaceted challenges and foster a more supportive institutional environment for postsecondary education in Pennsylvania's carceral system. 

The COVID-19 pandemic has had a negative impact on rehabilitative programs, including education programs, that are provided in state prison systems. State and federal correctional systems implemented a variety of policies to prevent or contain the spread of COVID-19 within this population. As part of this response, many correctional systems ceased or substantially cut back on programming starting in 2020; this included shutting down ongoing education and workforce training programs, as well as other programs and activities, and preventing instructors and other staff from entering prison facilities.

This report presents the authors' findings on how COVID-19 has affected prison education programs within state correctional systems from 2020 through 2023. The overall goal was to collect critical information to help inform educators, colleges, corrections officials, and policymakers about the magnitude of the pandemic's overall impact and its effects on access to education programs.

This report addresses three questions about state-level recidivism trends:

• What progress has been made?
• How much could states save by reducing recidivism further?
• Are states ready to expand their efforts?