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Ithaka S+R has released a new report examining how the interstitial nature of higher education in prison programs, caught between correctional and college systems, puts increased pressure on educators and students on the inside. This, in turn, creates self-censorship concerns, surveillance issues, and raises questions about the equity of educational experience on the inside.
Established in 2019, the Journal of Higher Education in Prison is the only open-access, peer-reviewed journal that publishes exclusively on topics and issues affecting the field of higher education in prison. Our goal is that the journal will serve as a tool to facilitate conversation on theory, praxis, and teaching and learning in prison.
Recommendations for colleges wanting to help returning students.
In this descriptive research study, Caisa Elizabeth Royer, Erin L. Castro, and Estefanie Aguilar Padilla explore the experiences of prison stakeholders in higher education with prison disciplinary power.
The book is a collection of critical prose and poetry by esteemed artists and scholars (including Joshua Bennett, Ellen Bass, Joy Priest, Mahogany Brown, and so many more) about their experiences facilitating arts workshops in prisons.
In an effort to make visible the national landscape of access to educational technology in prison education programs, Ithaka S+R launched a first-of-its-kind national survey in the fall of 2022, with grant funding support from Ascendium Education Group.
Blog post about how indifference can show up in small technical moments in a formerly incarcerated students' education journey and how those moments can contribute to continued systemic trauma.
Proposed 'Best Interest of Students' Metrics for Prison Higher Education: Guidance from Public Comments
Recommendations for building a network of stakeholders, organizations, community members, etc., in HEP work.
Author highlights and responds to 3 FAQ in the field that don't have clear or easy answers.
In 2022, Ithaka S+R launched a nationwide survey that would help determine the national landscape for accessibility to educational technology in prison education programs.
This report summarizes five case studies of state departments of corrections, and their partners, that have created robust job training programs that provide incarcerated people opportunities to earn industry-relevant credentials and prepare for in-demand careers after release.
This report from the Prison Policy Initiative offers some much-needed clarity by piecing together the data about this country’s disparate systems of confinement. It provides a detailed look at where and why people are locked up in the U.S., and dispels some modern myths to focus attention on the real drivers of mass incarceration and overlooked issues that call for reform.
Access to education is in high demand among the incarcerated population. There are clear benefits to students who are incarcerated, their families and communities, public safety, and safety inside prisons. Yet the gap in educational aspirations and participation has been largely driven by a lack of capacity due to limited funding.
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 fact sheet highlights new regulations, passed by Congress on October 28, 2022, that prison education programs must follow to access Pell Grants for incarcerated students.
This report summarizes the results of a scan of media review directives from all 50 states and the District of Columbia for their respective state departments of corrections.
An interview with Dr. Jenifer K. Montag, director of disability services at Marion Technical College, about her work as a researcher-practitioner, the challenges of providing disability services to postsecondary students in prison, and what needs to change for equitable access to education inside.
This article outlines current research, and some initial interventions, on equitable practices that ensure incarcerated students with disabilities have access to postsecondary education.
This data brief summarizes results from the first six years of the Vera Institute of Justice's Second Chance Pell Experimental Sites Initiative (SCP), launched by the U.S. Department of Education in 2015.