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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.
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 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.
FAQ document describing higher education in prison in Illinois
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.
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.
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.
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.
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 brief report outlines the potential impacts of Pell restoration on the field of higher education in prison. Using original qualitative data from interviews with 12 higher education in prison programs and quantitative data from a national survey of college programs in prison, our analysis focuses on persistent funding challenges that the Pell grant alone cannot address.
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
The 1994 Crime Bill barred incarcerated students from receiving Pell Grants. In 2015, the Second Chance
Data report: In this report, we provide a descriptive overview of the landscape of higher education in prison during the 2020-2021 academic year (July 1, 2020 - June 30, 2021), based on the responses of known higher education in prison program staff (N=406) to the 2022 Annual Survey of Higher Education in Prison Programs.
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.
Project announcement about how Ithaka S+R and Ennead Lab are launching a two-year research and design project to both understand how space acts as a limiting factor on the quality and scalability of higher education in prison and propose solutions to mitigate these challenges.
Ithaka S+R’s letter to the Department of Education outlines their concerns and provides recommendations that would help ensure that people who are incarcerated in the United States are provided the opportunity to participate in and benefit from a quality education.
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.