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This is an MOU between the Southside Virginia Community College (SVCC) Campus Within Walls program and Virginia's Department of Corrections. SVCC's Campus Within Walls program provides second chances through higher education to incarcerated students. Through college education, Campus Within Walls provides students with the tools they need to successfully re-enter society and become productive citizens.
This is an organizational chart from the Tennessee Higher Education Initiative. The Tennessee Higher Education Initiative disrupts systems of harm, creates opportunities for autonomy and success through education, support, and advocacy with and for justice-impacted individuals. This program serves adult men, with college credit offerings. Instruction is on-site, face-to-face, and remote.
This document discusses a program evaluation of the STEP-UP program at Shasta College. STEP-UP's mission is to provide academic, logistical, and limited financial support for students who have been formerly incarcerated and/or have suffered from alcohol or drug addiction. This program serves adult men and women, with college credit and non-credit offerings. Instruction is on-site, face-to-face.
This resource is the CIU Prison Initiative Student Handbook.
Volunteer handbook: This program serves adult women, with no college credit or non-credit offerings. Instruction is on-site, face-to-face, and remote.
This document provides a clear and specific summary of what the authors believe are the most essential components of high-quality in-prison higher education programs that uphold a commitment to equity, excellence, and access.
In December 2017, Lumina Foundation provided support to the Prison University Project (PUP) and the Alliance for Higher Education in Prison (the Alliance) to reflect upon and document the key characteristics of high-quality prison higher education programs, and to inform other stakeholders in the field, including new and experienced practitioners seeking to achieve equity and excellence in their work, policy leaders, philanthropists, and other
This discussion guide is a useful tool for facilitators leading thoughtful conversations about the content in the report, and for notetakers seeking to capture important ideas and action items. You’ll find questions, materials, and guidelines, as well as instructions and tips for both facilitators and notetakers.
The annual NCHEP Exit Report has become, since 2017, one of the primary ways in which the Alliance for Education in Prison reviews, assesses, and prepares the groundwork for planning the National Conference for Higher Education in Prison. The Exit Report additionally serves as an opportunity to reflect on the current state of the field of higher education in prison and to make observations about its future trajectory.
This communication plan is intended to help the Alliance's board and staff deliver timely, relevant, and engaging information to its members and the public. By delivering consistent and engaging communication, the Alliance hopes to inspire more people to join its collaborative and inclusive work. This plan is a living document that will change over time as the organization grows.
Drawing on past RAND research on correctional education and focusing on the Second Chance Pell Experimental Sites Initiative and the Pathways from Prison to Postsecondary Education initiative in North Carolina, this Perspective summarizes research on the effectiveness of educational programs in helping to reduce recidivism, key lessons learned in providing college programs to incarcerated adults, and remaining issues that need to be addressed,
RAND and RTI International researchers conducted an independent evaluation of the North Carolina Pathways Program, examining the implementation of the in-prison and community components of the program, the experiences of Pathways students and staff, factors that facilitated or hindered their participation in the program, and lessons learned.
By surveying state financial aid laws, regulations, and practices, this report highlights the barriers to financial aid for incarcerated students, reviews available funding sources, suggests ways to incorporate state financial aid into a suite of funding, and provides a state-by-state listing of need- and merit-based aid programs.
This report, which is the result of a collaborative effort with the Georgetown Center on Poverty and Inequality, describes how lifting the current ban on awarding Pell Grants to incarcerated people would benefit workers, employers, and states.
This report describes the design and implementation of the Vera Institute of Justice's Unlocking Potential: Pathways From Prison to Postsecondary Education project. It also outlines the experiences of Pathways partners and students and provides recommendations on policy and practice for college programs with incarcerated and formerly incarcerated students.
This report examines both the history and scope of college in prison programs across New York State. This report also describes the existing programs and incorporates the perspectives of DOCCS officials, college administrators, and incarcerated students.
Scholarships, grants, and loans are some of the many options available to help you pay for your college education. But figuring out how to access and combine them can be overwhelming.
This resource details key elements of successful strategies in proposing and conducting jail-based research.
This research paper examines the development and administration of Hudson Link for Higher Education in Prison, an in-prison college program run and staffed primarily by its own formerly incarcerated graduates.
Program evaluation: Freedom Prep is a college transition program for court-involved youth age 16-24. The goal is to provide a supported, structured on-ramp to college for currently and formerly incarcerated and court-involved young people.
